The study aims to explain the implementation of academic supervision to improve teachers' readiness in utilizing information and communication technology. The implementation includes several aspects, such as planning, implementation, and evaluation of academic supervision. The research is a qualitative type with a case study approach. The subjects are the headmaster and teachers in SMK Muhammadiyah Karangmojo. The data were gathered through observation, interview, and documentation. They were then analyzed by reducing, displaying, and drawing a conclusion. The research has three findings. First, the supervision program is arranged by the headmasters, consisting of the supervision instruments emphasizing the use of digital learning media by the teachers. Second, the teachers have utilized various and attractive digital communication media, allowing the students to be more active and creative during the learning process. In implementing the program, the main obstacle encountered by the headmasters is related to the teachers, in that the senior teachers are reluctant to learn to use information and communication technology. Besides, a low internet connection becomes another impediment that occurs if the school members use it at the same time. Third, the evaluation and follow-up were carried out by facilitating the teacher forum (MGMP) at school and sending the teachers to follow the training and education program to increase the literacy in information and communication technology. The findings prove that the supports of the headmaster as the top leader through academic supervision help teachers improve their readiness in utilizing the technology in the classroom.
The learning process in vocational schools has different characteristics compared to that of the non-vocational. Students’ readiness is one significant variable in determining students’ learning success. Hence, identifying the antecedent of the variable is necessary. The research aimed to measure the contribution of academic supervision through teachers' professional and pedagogic competence and its impact on vocational school students’ learning readiness. The quantitative research employed ex-post facto design with partial least square equation modelling (PLS-SEM) to test the hypothesis. Non-probability sampling, particularly purposive sampling, was used to take the samples, which were 71 teachers and 96 students in three private vocational schools in Gunung Kidul Regency, Indonesia. Meanwhile, the data were analyzed using PLS-SEM because the study involved less than 100 samples. The results showed pedagogic competence contributes to learning readiness, professional competence does not contribute to learning readiness, academic supervision contributes to pedagogic competence, and academic supervision contributes to professional competence. Besides, indirect effect scores concluded two points: academic supervision through teachers’ professional competence contributes to learning readiness and academic supervision through a teacher’s professional competence does not contribute to learning readiness. The principals and teachers can use the findings to improve their performance at school and in the classroom.
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