Effects Of Clinical Supervision Research Articles

KEPEMIMPINAN KEPALA SEKOLAH DAN TANTANGAN MENINGKATKAN MUTU SEKOLAH DI ERA DIGITAL

The objectives of this research: 1) To determine the effect of clinical supervision on the performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency; 2) To determine the effect of supervision on the performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency; 3) To determine the effect of clinical supervision and supervision on the performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency. This research was carried out at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency with a total research sample of 57 teachers. Data collection techniques were carried out through observation, documentation studies and distributing questionnaires. The results of this research are: 1) There is a partially significant influence between clinical supervision on the performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency, where the calculated t value is greater than t table (3.274 > 1.671); 2) There is a partially significant influence between supervision on the work performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency where the calculated t value is greater than t table (3.127 > 1.671)

PENGARUH SUPERVISI KLINIS DAN PENGAWASAN TERHADAP KINERJA GURU DI SMA NEGERI 1 KECAMATAN SEMENDE DARAT ULU KABUPATEN MUARA ENIM

The objectives of this research: 1) To determine the effect of clinical supervision on the performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency; 2) To determine the effect of supervision on the performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency; 3) To determine the effect of clinical supervision and supervision on the performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency. This research was carried out at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency with a total research sample of 57 teachers. Data collection techniques were carried out through observation, documentation studies and distributing questionnaires. The results of this research are: 1) There is a partially significant influence between clinical supervision on the performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency, where the calculated t value is greater than t table (3.274 > 1.671); 2) There is a partially significant influence between supervision on the work performance of teachers at SMA Negeri 1 Semende Darat Ulu, Semende Darat Ulu District, Muara Enim Regency where the calculated t value is greater than t table (3.127 > 1.671)

Transforming Teaching Practices Through Comprehensive Clinical Supervision in Secondary Schools

The teachers do not agree that the principal's supervision is more bureaucratic and autocratic, emphasizing hierarchy. The fact is that 44% of teachers do not like the supervision carried out in the classroom by either the principal or his deputy, and 58.8% of secondary school teachers disagree with teaching observations. This is urgent to research because there is a difference between theory and reality. This research aimed to evaluate the effect of clinical supervision on the teaching performance of teachers in secondary schools. Quantitative research method using a combination of teaching and learning observation instruments that have been adapted from all schools in assessing. The subjects were 38 secondary school teachers. Data collection techniques using observation instruments. The instrument was developed from indicators used as a tool to measure teacher performance. The instrument is given a score from point 1 to point 5. Analysis technique using SPSS Version 25.0 with measurements based on Learning Plans, induction tools, material delivery, questioning techniques, student involvement, reinforcement, training, and student assignments, checking training and student assignments, closing learning, and classroom management before and after clinical supervision. The results and findings of this research help teachers in schools to know the strengths and weaknesses when teaching is delivered in class. Clinical supervision also helps teachers improve the teaching and learning process more effectively so that teaching can improve student mastery. Clinical supervision can also be used as a guide for high school students to improve their knowledge.

Clinical Supervision to Improve Teacher Ability in Madrasah Ibtidaiyah

This study aims to explain the efforts of supervisors in improving teacher professionalism through clinical supervision in Madrasah Ibtidaiyah (MI). Clinical supervision is a form of service provided by school / madrasah supervisors to teachers who face difficulties or problems in learning, with the principle of supervisory operational assistance to teachers in learning, not orders or instructions. This study used a qualitative approach with a focus on six MI teachers who were selected deliberately using purposive sampling techniques. Data were collected to analyze teachers' experiences and perceptions of clinical supervision and its impact on their professional ability to teach. The results showed that professional supervisors have an important role in providing guidance and coaching to teachers. With the help of supervisors, teachers can overcome the problems at hand, and become more independent, creative, motivated, and innovative in their teaching tasks. Thus, professional supervisors contribute to improving the quality of education in madrasas. Some recommendations to improve the effectiveness of clinical supervision include conducting studies on teacher needs and problems, involving teachers in the analysis of supervision materials, preparing technical guidelines for clinical supervision, using a collaborative approach, and applying the concept of Quality Assurance (QA) in supervisory tasks. It is hoped that this recommendation can increase the effectiveness of clinical supervision in improving the professional ability of teachers in other madrasahs.

Interactive clinical supervision training added to self-education leads to small improvements in the effectiveness of clinical supervision of physiotherapists: a randomised trial

QuestionDoes adding an interactive clinical supervision training program to self-education improve the effectiveness of clinical supervision of physiotherapists, reduce burnout, decrease intention to leave and increase participation in clinical supervision? DesignRandomised controlled trial with concealed allocation, assessor blinding and intention-to-treat analysis. ParticipantsPhysiotherapists (n = 58) working at a publicly funded health service. InterventionParticipants in both groups received a self-education clinical supervision training package. In addition, participants in the experimental group received interactive clinical supervision training consisting of three 90-minute workshops. Outcome measuresThe primary outcome measure was effectiveness of clinical supervision 4 months after training measured using the Manchester Clinical Supervision Scale (MCSS-26). Secondary outcomes were the Maslach Burnout Inventory, the Intention to Leave Scale, and participation in supervision. Focus groups were also used to gauge impressions of the intervention. ResultsThe addition of interactive clinical supervision training slightly improved effectiveness of clinical supervision, with a between-group mean difference of 6.3 units (95% CI 0.3 to 12.3) on the MCSS-26. The estimate of the effect on the proportion of physiotherapists reporting effective clinical supervision (ie, MSCC-26 score ≥ 73) was unclear (OR 1.97, 95% CI 0.50 to 7.81). Physiotherapists in the experimental group reported slightly lower levels of depersonalisation (MD –3.0 units, 95% CI –4.6 to –1.3). There were negligible or uncertain effects on the other burnout domains, intention to leave and participation in clinical supervision. Qualitatively, participants reported that the workshops made them realise that supervisees could take greater ownership of where supervision focused. ConclusionAdding interactive clinical supervision training to self-education leads to small improvements in the effectiveness of clinical supervision of physiotherapists. Registrationosf.io/yz3kx.

Access to and effectiveness of clinical supervision for allied health workers: A cross-sectional survey

Introduction Clinical supervision supports patient care and health worker wellbeing. However, access to effective clinical supervision is not equitable. We aimed to explore the access and effectiveness of clinical supervision in allied health workers. Methods A cross-sectional survey design using the Manchester Clinical Supervision Scale (MCSS-26), including open-ended survey responses, to collect data on effectiveness. Multivariable regression was conducted to determine how MCSS-26 scores differed across discipline, work location and setting. Open-ended responses were analysed using content analysis. Results 1113 workers completed the survey, with 319 (28%) reporting they did not receive supervision; this group were more likely to hold management positions, work in a medical imaging discipline and practice in a regional or rural location. For those who received supervision, MCSS-26 scores significantly differed between disciplines and work settings; psychologists and those practising in private practice settings (i.e. fee-for-service) reported the highest levels of effectiveness. Suggested strategies to enhance effectiveness included the use of alternate supervision models, dedicated time for supervision, and training. Conclusion Targeted subgroups for improving access include senior staff, medical imaging professionals, and those working across regional and rural settings. Where supervision was least effective, strategies to address behaviours with organisational support may be required.

A Scoping Review on the Clinical Supervision and Mentoring for Nurses in Maternal and Child Health

Purpose: This scoping review aimed to identify application methods, effectiveness, facilitating factors, and obstacles to clinical supervision for nurses in maternal and child health and to understand its discriminatory characteristics compared to mentoring.Methods: This study was based on the scoping review methodology and consisted of six stages: (1) identifying research questions; (2) identifying relevant studies (search strategy); (3) study selection; (4) charting of the data; (5) collating, summarizing, and reporting the results; and (6) consultation. From April to July 2022, 1,323 studies were searched in PubMed, CINAHL, Cochrane, and Open Gray, and finally eleven studies were selected through the literature selection process.Results: Because clinical supervision aimed to strengthen the professional capabilities of nurses, reflective practice was applied. However, mentoring was designed to acquire knowledge or skills that can be applied directly in practice. Therefore, indicators to measure the effects of clinical supervision consisted of psychosocial factors, such as job satisfaction and exhaustion, but the effects of mentoring were evaluated primarily using knowledge levels and skills. The model, which is applied mainly in clinical supervision, reflects the restorative function. When applying clinical supervision and mentoring, listening, supportive environment, and accessibility were identified as facilitating factors, while criticism, lack of time and space, and excessive workload were identified as obstacles.Conclusions: Time and space must be secured to provide effective clinical supervision. The confidentiality of the supervisee must be guaranteed, and sufficient information must be provided in advance so that nurses can accurately recognize the clinical supervision process. Finally, a policy for institutionalizing clinical supervision should be supported to ensure its applicability and sustainability.

Effect of proctor's clinical supervision model on nurses' loyalty in a hospital in Subang, Indonesia

Background: In both personal and professional relationships, loyalty is crucial, and it can affect how we feel about organization we work for. This condition should get the attention of managers, who are directly responsible for the quality of nursing care. Supervision is part of the directing function. Its role is to ensure that all programmed activities are carried out properly and smoothly. Purpose: To determine the effect of proctors' model of clinical supervision on nurses' loyalty in a hospital in Subang. Methods: This research was conducted on nurses at X hospital in Subang using a quantitative research design with a cross-sectional approach. The total sampling was used with a total of 34 respondents. The data were analyzed using simple linear regression. Results: The results showed that the value of α: 8.055, β: 0.964, and the value of T-count: 5.934, with a significance value of 0.002. Clinical supervision of the proctor model has a significant positive effect on nurse loyalty. The magnitude of the effect of clinical supervision under the proctor model on nurse loyalty is 53.2 percent. Conclusion: Clinical supervision under the proctor model has a positive and significant effect on nurse loyalty. Proctor's model in the implementation of clinical supervision can improve nurses’ loyalty and enhance their performance to provide excellent nursing care. An effective supervision model that is successfully and continuously implemented is crucial.

Effect of clinical supervision on self-awareness and self-efficacy of psychotherapists and counselors: A systematic review.

Clinical supervision is considered to be imperative for the development and maintenance of psychotherapeutic competencies. In terms of self-awareness and self-efficacy, understanding the trajectory of clinical supervision will further facilitate client outcomes. The present review focused on understanding and providing future directions in the major trends in clinical supervision and its impact on self-awareness and self-efficacy of the supervisees. For the purpose of the study, six databases including Pubmed, PsychINFO, Jstor, Wiley Online Library, AcademiaEdu, and Elton B. Stephens company (EBSCO) were used in the search strategy according to current guidelines. The systematic literature search identified 17 publications from the empirical studies. The results indicate that supervision has a positive impact on the supervisee, whereby they grow and develop. It is further evident that supervision has some impact on key developmental areas, such as skills, self-awareness, and self-efficacy. The systematic review supported the notion that clinical supervision as a topic, often lags behind in empirical research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

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

The study was conducted in Tanzania using Njombe Region as a case study. The region is located in Southern Highlands; its land area is 21,299 Square kilometres, and its water area is 3695 Square kilometres. The government of Tanzania started to supervise secondary schools through a clinical supervision approach in 2008. The essence of employing a clinical supervision strategy is to enable teachers to develop fundamental shifts in how they view themselves as professionals in the teaching profession. This study was a mixed-methods and multiple cross-sectional case research design. Ninety-four participants filled in the questionnaires, and twenty-eight participated in the semi-structured interviews and FGDs. The SPSS version 25 supported the analysis of quantitative data, while qualitative data, on the other hand, were analysed through content analysis. The study found that effective communication and cooperation were positive factors influencing effective clinical supervision in schools. Consequently, teachers developed positive teaching emotions. The study found that textual teaching and learning materials, teaching workload and schools’ infrastructure were negative factors for clinical supervision practices. As a result, teachers developed negative teaching emotions. The study concludes that effective communication and teachers’ necessary supervisory cooperation significantly strengthened school heads’ clinical supervision practices, and the shortage of textbooks, teachers’ heavy workload, and a severe shortage of teachers' houses weakened it. Positive teachers’ emotions among teachers emerged as a result of the appropriate clinical undertaking. Negative teachers' emotions emerged from improper clinical supervision practices. The government is recommended to improve clinical supervision by supplying teaching and learning resources, balancing the class size and designing teachers’ housing services schemes. This article offers a practical understanding of factors that hinder and reinforce clinical supervision practices in Tanzania. A new insight brought by this article to the international communities, particularly Sub-Saharan countries, including the effects of clinical supervision on emerging teachers’ emotions. Future researchers are encouraged to design developmental research studies that construct standards framework for clinical supervision practices in the context of lower secondary schools. Educationalists are encouraged to set strategies and implement them by mitigating heavy teaching workload, inadequate physical infrastructure and shortage of textual teaching and learning materials.

Supervisi Klinik Model Akademik terhadap Kinerja Perawat Pelaksana

This study aims to determine the effect of clinical supervision with an academic model on the performance of implementing nurses at Sekarwangi Hospital, Sukabumi Regency. The method used in this research uses quantitative research with the type of quasi-experiment research. The results of this study for the unpaired t-test obtained a p-value of 0.000 in the control group. The intervention and unpaired t-test received the p-value in the intervention group were 0.334, and in the control group, the p-value was 0.334. In conclusion, there is a difference in the average performance of the implementing nurse before the supervision of the academic model is carried out. In the intervention group and the control group, there was no difference in the average performance of the implementing nurses after supervision of the academic model between the intervention and control groups, and there was no relationship between the level of education, length of service, motivation, and perceptions with the performance of the implementing nurses. 
 Keywords: Performance of Implementing Nurses, Academic Model Supervision

Environmental Challenges to the Clinical Supervision of Nursing Instructors

Context: Nursing students must have the minimum necessary competencies to enter the nursing profession, and supervision in clinical education is one of the critical strategies to improve students' clinical skills. Clinical supervision in clinical education for nursing students leads to developing the desired standards in patient care. Accordingly, as was the objective of this study, an awareness of the challenges facing nursing instructors' clinical supervision can help improve the effectiveness of clinical supervision. Methods: This qualitative study was conducted using a conventional content analysis approach. The participants were 18 individuals, including 11 instructors, three students, and four experienced nurses, who were selected using purposive sampling. The sampling process continued until data saturation. The data were collected using semi-structured interviews and analyzed via the conventional content analysis approach. Results: Clinical supervision in nursing education is influenced by a non-constructive setting, which is characterized by (1) student overcrowding, (2) clinical education with limited equipment, (3) negative attitudes in the clinical setting, (4) physician-oriented education, and (5) the inefficiency of the education-treatment system to support students. Conclusions: Non-constructive supervisory settings disrupt the instructor's performance as a supervisor and increase the complexity of clinical supervision. Thus, recognizing the challenges in the environment and solving them by educational managers can pave the way for the effective implementation of clinical supervision in nursing education.

Learner and supervisor perspectives on factors that influence the effectiveness of educational supervision in postgraduate pharmacy education

Abstract Introduction Educational supervision underpins the Centre for Pharmacy Postgraduate Education’s (CPPE) publicly funded national training pathways for pharmacy professionals working in primary care in England, mirroring arrangements for postgraduate medical specialty training. The educational supervision provided by CPPE comprises both one-to-one support and group learning to enable pharmacy professionals transitioning into primary care roles to progress with their education, manage workplace challenges and practise safely.1 However, little is known about its effectiveness. Aim The aim of this study was to explore learner and supervisor perceptions of factors that influence the effectiveness of educational supervision. Methods The study used a concurrent embedded mixed methods design. Following institutional ethical approval, data were collected using a validated online survey comprising items adapted from the Manchester Clinical Supervision Scale (MSCC-26®)2 and the Academy of Medical Educators’ (AOME) framework. The survey, comprising a 25-item questionnaire, together with open-ended questions inviting respondents to explain their ratings, was sent to all 902 learners enrolled on a CPPE primary care training pathway and 52 CPPE education supervisors in July 2020. Statistical data were analysed with SPSS®, using non-parametric tests due to negative data skewing. Responses to open-ended questions were analysed with NVivo® using framework analysis and then compared with the statistical data. Results 187 learners (20.7%) and 51 supervisors (98%) responded to the survey. Overall, 82.5% learners and 100% of supervisors rated the educational supervision provided by CPPE as effective. Framework analysis of responses to open-ended survey questions identified three main factors perceived by learners and supervisors to influence the effectiveness of educational supervision: supervisor-learner relationships; a safe learning environment; and peer support. Within the theme of supervisor-learner relationships, trust and rapport was awarded the highest mean score of any survey item. Trust and rapport and the ability of supervisors to establish a safe learning environment showed significant positive correlations (ρ(8) = .48, p < .001 and ρ(8) = .74, p < .001 respectively) with overall scores for the effectiveness of educational supervision. Peer support did not form part of the survey yet was mentioned spontaneously in many learner and supervisor responses. Learners described the benefits of educational supervision in providing opportunities to learn from peers, to receive peer feedback and to obtain peer and supervisor support for personal issues such as workplace challenges. Discussion/Conclusion Consistent with the literature on factors that influence the effectiveness of clinical supervision in other healthcare professions3, the results indicate that educational supervision provided by CPPE was more effective when levels of trust and rapport between learners and supervisors were high and when supervisors were able to create a safe learning environment. However, peer support has not previously been identified as an influencing factor. This is an important finding, reflecting that unlike other disciplines, the educational supervision provided by CPPE encompasses both one-to-one and group learning sessions. Limitations of the study include the relatively low learner response rate, the effect of the COVID-19 pandemic which required provision of online supervision and the potential bias from insider research.

Practice oriented research: the case of psychotherapy supervision (Investigación orientada por la práctica: el caso de la supervisión en psicoterapia)

ABSTRACT This article is a critical reflection on the current state of research into psychotherapy supervision. It examines both the widespread and continuing implementation of supervision in clinical practice, as well as its weaknesses and difficulties (including adverse effects). Developments in psychotherapy supervision research and the place of supervision guidelines are presented. The reviews carried out into the effects of clinical supervision report that so far there is no solid empirical evidence allowing us to fully understand the impacts that supervision has on supervised treatments (acid test). Based on the above, I emphasize the importance of fostering research into psychotherapy supervision, to which the practitioners, i.e., supervisors and supervisees, can be associated in a significant way, thus promoting an avenue for practice-oriented research.

The Effect of Clinical Supervision and Work Motivation on Teacher Performance

This study was aimed at examining the clinical supervision and work motivation towards teacher performance. This study was carried out in SMA Negeri 1 Banyuasin III, Banyuasin Regency, South Sumatra Province, and included three schools: SMA Negeri 1 Banyuasin III, SMA Negeri 2 Banyuasin III, and SMA Negeri 3 Banyuasin III. The sample size is 95 respondents. The questionnaire, observation and documentation were used as instruments. Data analysis is done in phases to guarantee that the methods are followed correctly and that the study outcomes can be scientifically validated. The results showed that clinician supervision and teacher work motivation have an influence on the performance of public high school teachers in Banyuasin III sub-district, either partially or jointly. This article provides insight to have clinical supervision and work motivation where the school will have good teacher performance.

PENINGKATAN KETERAMPILAN GURU NONKEPENDIDIKAN DALAM MEMBUKA PELAJARAN MELALUI SUPERVISI KLINIS PADA SMK BINAAN KABUPATEN BOJONEGORO

This study aims to improve the skills of non-educational teachers in opening lessons through clinical supervision at Foster Vocational Schools in Bojonegoro Regency. This research was conducted at Foster Vocational Schools in Bojonegoro Regency. The school is a school fostered by researchers who serve as supervisors. The subjects in this study were productive teachers at SMK Taruna Mandiri Ngasem, Wali Songo Sugihwaras Vocational School, and Al Kyai Sukosewu Vocational School. This research was carried out for two months, from September to October 2021. From the results of the research it can be concluded that the effectiveness of clinical supervision was able to improve the skills of non-educational teachers at Foster Vocational Schools in Bojonegoro Regency in opening lessons to expedite the learning process. The results achieved in cycle I averaged 77.50, and in cycle II achieved an average score of 91.67 according to the researcher's target, namely the average score of 86 and above. By increasing the skills of non-educational teachers in opening lessons, the learning process becomes more effective and efficient.

Factors which influence the effectiveness of clinical supervision for student nurses in Sri Lanka: A qualitative research study

BackgroundClinical placements are an essential part of student nurse education, but their effectiveness is influenced by the type and availability of supervision and existing resources. In Sri Lanka, the specific socio-political context in which nursing, and nurse education, operate may also be important. ObjectivesTo examine the impact of socio-political factors on Sri Lankan nurses' supervisory practices and student nurses' experiences of clinical supervision. DesignQualitative descriptive. SettingsFour teaching hospitals and four educational establishments in Colombo district, Sri Lanka. Participants217 student nurses in years 2–4 of their programmes. 205 qualified nurses (clinical and academic) with a minimum of two years' supervisory experience. MethodsWritten responses to three open questions, followed by reflexive thematic analysis with inductive, semantic coding. ResultsTwo themes were identified: 1. Personal and professional development 2. Tensions and conflicts. Sociocultural norms and governance structures, which limited nurses' professional recognition and self-determination, negatively affected clinical supervision. ConclusionsThe sociocultural changes necessary to raise the professional status of Sri Lankan nurses will take time to occur. Approval of a mentorship education programme for supervisors, recognition of their role and greater support for students are important first steps in this process.

Forensic Mental Health Nurses' Experiences of Clinical Supervision.

Clinical supervision may support forensic mental health nurses with personal and professional growth in a work environment characterized by therapeutic, ethical, and practical challenges. The aim of this study was to describe the experiences of forensic mental health nurses participating in a clinical supervision program. Seven forensic mental health nurses and two allied health professionals, working in a high-security forensic mental health hospital, were interviewed regarding their experiences of participating in a clinical supervision program. Participants expressed a need for clinical supervision and were motivated to participate in the program. Benefits of clinical supervision experienced by participants included improved communication with their colleagues, being supported in their career development, and developing habits and techniques to reflect on practice issues. Participants described being able to connect with their supervisor, enabled by both trust and confidence in the supervisor's expertise. Staff showed engagement in the clinical supervision process and expressed experiencing positive outcomes related to personal and professional growth and development. To support nurses with the forensic mental health context-specific challenges they face, organizations should enable and promote access to clinical supervision. Considerations for forensic mental health organizations to increase uptake and effectiveness of clinical supervision include use of externally based clinical supervisors with adequate skills and experience with providing clinical supervision to clinical staff who work in a secure environment.

Effectiveness of allied health clinical supervision following the implementation of an organisational framework

BackgroundClinical supervision makes an important contribution to high quality patient care and professional wellbeing for the allied health workforce. However, there is limited research examining the longitudinal implementation of clinical supervision for allied health. The aim of this study was to determine the effectiveness of clinical supervision for allied health at a regional health service and clinicians’ perceptions of the implementation of an organisational clinical supervision framework.MethodsA cross-sectional study was conducted as a phase of an overarching participatory action research study. The Manchester Clinical Supervision Scale (MCSS-26) tool was used to measure clinical supervision effectiveness with additional open-ended questions included to explore the implementation of the clinical supervision framework. MCSS-26 findings were compared with an initial administration of the MCSS-26 5 years earlier. MCSS-26 data (total scores, summed domain and sub-scale scores) were analysed descriptively and reported as mean and standard deviation values. Differences between groups were analysed with independent-samples t-test (t) and one-way between groups ANOVA.ResultsThere were 125 responses to the survey (response rate 50%). The total MCSS-26 score was 78.5 (S.D. 14.5). The total MCSS-26 score was unchanged compared with the initial administration. There was a statistically significant difference in clinical supervision effectiveness between speech pathology and physiotherapy (F = 2.9, p = 0.03) and higher MCSS-26 scores for participants whose clinical supervisor was a senior clinician and those who chose their clinical supervisor. Seventy percent of participants perceived that the organisation’s clinical supervision framework was useful and provided structure and consistent expectations for clinical supervision.ConclusionsClinical supervision was effective for allied health in this regional setting and clinical supervision effectiveness was maintained over a 5 year period. The implementation of an organisational clinical supervision framework may have a positive effect on clinical supervision for some professions.

Clinical Supervision and Its Impact on Pedagogical Competence of Vocational School Teachers

Teachers must have the competences for the implementation of quality education. Therefore, teachers' quality of learning in the classroom has become the teachers' duty and responsibility. This study aims to explore the information about the effect of clinical supervision and self-efficacy on teacher pedagogic competence. The research site is at State Vocational High Schools. This study used a survey method with path analysis techniques and a causal quantitative approach, and the sample was 72 teachers using a simple random sampling technique or simple random sampling. The teacher who became the object of the research was determined using the sample technique formula from Slovin. The data analysis technique was performed using descriptive and inferential statistics by first doing the prerequisite analysis test, namely population normality and regression analysis. The study's findings show that school principals' success in the clinical supervision process will determine teachers' pedagogical competence. Competent teachers can learn well and increase student learning motivation to achieve and produce students who excel in their fields. This clinical supervision can be performed if carried out in the right and proper way. The school principal as a supervisor in the implementation of clinical supervision must promote togetherness, where the problems faced by teachers are joint problems that must resolve together.