Teachers' Perceptions of Academic Supervision in a Pandemic Era; Phenomenological Review

Nuryani, Lilis Kholisoh; Enas, Enas; Herman, Maman; Wahyudi, Eko; Dianawati, Lely

doi:10.33650/al-tanzim.v6i3.3646

Cited by 4 publications

(4 citation statements)

References 30 publications

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“…Based on the table above, the implementation of clinical supervision proves to be effective in improving the quality and ability of teachers in improving the quality and performance of teachers in teaching and learning activities at school (Duras, 2022;Nuryani et al, 2022). Clinical supervision is suitable for kindergarten, elementary school, middle school and high school levels.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Clinical Supervision to Improve the Quality of Teacher Performance in the Learning and Teaching Process

Bidandari,

Hariyati

2023

Int. J. Emerg. Res. Rev.

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Objectives: The purpose of this study is to the advantage of clinical supervision in improving the quality of teacher performance, especially in the learning and teaching process. Method: This research carried out a systematic literature review method with a qualitative approach, allowing for the collection of data and evaluation of information from various literature sources. Results: Findings of this research according to many sources that clinical supervision can improve the quality of teacher performance. Novelty: The novelty of this research lies in its method, namely a qualitative literature review that specifically discusses Clinical Supervision.

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Section: Discussionmentioning

confidence: 99%

Implementation of Clinical Supervision to Improve the Quality of Teacher Performance in the Learning and Teaching Process

Bidandari,

Hariyati

2023

Int. J. Emerg. Res. Rev.

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“…Through academic supervision, educational institution leaders assist teachers in managing the learning and teaching process and help them develop their professionalism, particularly in terms of a teacher's performance in preparing learning and teaching tools (Azwardi, 2020). Leaders of educational institutions need to be objective in conducting academic supervision and prioritize the principle of humanity when interacting with teachers under their guidance (Nuryani et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Academic Supervision through Coaching Techniques to Enhance Teachers’ Professional Competence

Mubinan,

Fuad,

Sari

2024

IJSSHR

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This study aims to understand how coaching techniques can be used in supervision to enhance teachers’ professional competence. The subjects involved in this research are school principals, teachers, and human resources managers from educational foundations. The research instruments used include observation and interviews. The analysis results indicate that academic supervision using coaching techniques helps school principals understand real-time data on teachers’ conditions and competencies, allowing for targeted follow-up programs designed by the school principal. Based on this, it can be concluded that coaching techniques are essential in academic supervision.

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“…Academic supervision is held with the aim of helping teachers develop their professional abilities in academic understanding, develop their teaching skills and use their abilities through certain techniques. Academic supervision is held with the aim of controlling the teaching and learning process activities in schools (Nuryani et al, 2022). And this activity can be done through supervisor observation to several classes when the teacher carries out the teaching and learning process, and so on.…”

Section: Introductionmentioning

confidence: 99%

The role of academic supervision in improving teacher professionalism

Tidjani,

Lailiyah

2023

Jurnal Ilmiah Pendidikan

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The role of academic supervision is very important to be held by an educational institution in improving the quality of teacher teaching and to achieve the goals that have been set. The quality of teacher teaching greatly affects the quality of a child's achievement. The purpose of this study is to determine the implementation of academic supervision as well as the supporting and inhibiting factors of academic supervision activities. The method used is a case study with a qualitative approach. The results of this study indicate that the implementation of academic supervision is carried out in three stages, namely: Conducting class visits every lesson hour conducted by each supervisor who has a supervision schedule, coaching teachers who have problems in teaching, evaluating the results of the supervisor's report. Supporting factors in the implementation of academic supervision are the role of the principal in motivating teachers who have problems in teaching, and facilities in the form of supervisor files. The large number of classes and the minimal number of supervisors make this academic supervision activity less than optimal. Because the supervisors themselves experience problems in visiting the classes to be supervised.

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Teachers' Perceptions of Academic Supervision in a Pandemic Era; Phenomenological Review

Cited by 4 publications

References 30 publications

Implementation of Clinical Supervision to Improve the Quality of Teacher Performance in the Learning and Teaching Process

Implementation of Clinical Supervision to Improve the Quality of Teacher Performance in the Learning and Teaching Process

Academic Supervision through Coaching Techniques to Enhance Teachers’ Professional Competence

The role of academic supervision in improving teacher professionalism

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