The Needs for Developing Clinical Supervision Model for Headmaster of Primary School in Gowa, Indonesia

Abstract

The main of this research was to developing clinical supervision model at headmaster of primary school in Gowa district. By developing clinical supervision model, the headmaster can get more benefits, they were in mastery competency, improving their abilities of understanding. This research was availabled of clinical supervision model. For getting this model the researcher used Research and Development (R&D) model by Borg, Gall, and Sukmadinata, where modified three steps, they were: (1) the preliminary study phase as needs and contents analysis, (2) the development stage as design, development, and evaluation, and (3) the stage of the product for effectiveness testing as semi sumative evaluation. The stage of research that will be carried out in this study was the premilinary study phase. To know that the headmasters needs of clinical supervision model throught out by validity and effectiveness, the data take from the headmasters primary school in Gowa district. The result showed that the needs to developing the clinical supervision model by the headmasters, namely: the category of planning stage was very important, the category of the observation phase was very important, and the category of the evaluation and feedback stages was very important, by the models, they can increase their professionalisms.

Academic Supervision Barrier and Its Strategic Implication

“…Usually, the supervisor conducts an inspection to look for the issues and deficiencies. In comparison, the clinical supervision pattern focuses on improving teaching through a systematic cycle, from planning, observation to intensive and careful analysis of teaching performances to make scientific and rational changes [19].…”

“…Since 2005, Minister of Religious Affairs released an improvement program for the teachers to take master degree programs in several universities in Indonesia. Since the effort to improve the teacher's professionalism in Indonesia through the supervision program continues, teachers still encounter many daily job problems, especially their improvement [19]. Government effort to enhance the teacher's quality through supervision leaves a gap between teacher's and supervisor's perspectives on conducting proper supervision suitable to them.…”

School heads’ clinical supervision practices and emerging teacher emotions in Tanzania secondary schools

“…Clinical supervision is likely to transform teachers’ ways of thinking and reflect teaching and learning practices which attract students to engage actively in the subject taught by teachers. Regarding the the contribution of clinical supervision in the teaching profession, [ 45 ] confirms that clinical supervision improves teachers’ professionalism.…”

“…In line with [ 42 ] views, [ 43 ] add that proper clinical supervision practices at workplaces improve the quality of the teaching profession. Because clinical supervision is positioned to enhance teachers’ instructional knowledge and skills [ 43 , 44 , 45 , 46 ]. To empower these views, [ 35 ] have taken a further step ahead; in clinical supervision, school heads could be observed in teachers’ teaching practices and teachers’ struggling for searching new teaching and learning innovations.…”

School Heads’ Post Observation Practices in Tanzania: Feedback Implications for Teachers

“…According to Gottschalk and Hopwood (2022), clinical supervision is teachers' professional development model of supervision. Its main interests are positioned at improving teachers' instructional knowledge and skills (Bachtiar et al, 2019;Gottschalk & Hopwood, 2022;Mette & Riegel, 2018;Paker, 1995). Mette and Riegel (2018) confirm that teachers improve teaching profession practices as a result of clinical supervision practices.…”