Competent Supervision Research Articles

Model for Improving the Financial Management Performance of West Papua Province Based on Competence, Accountability, Organizational Commitment, and Quality of Supervision

Model for Improving the Financial Management Performance of West Papua Province Based on Competence, Accountability, Organizational Commitment, and Quality of Supervision

Preventing Contract Termination Pitfalls in Construction Projects: Insights from the Ghanaian Construction Industry

<i>Purpose</i>: Premature termination of construction contracts is a recurring problem that causes financial losses, delays, and strained stakeholder relationships. However, there is limited research on the specific causes of contract termination, particularly in Ghana, and practical solutions to prevent it are often overlooked. This study aims to investigate the pitfalls of contract termination in the construction industry and to propose effective prevention strategies based on empirical data. <i>Design/Methodology/Approach</i>: A quantitative research approach was adopted, employing a combination of purposive and random sampling techniques to gather data from 315 participants representing diverse roles within the construction sector. A structured questionnaire based on contract termination pitfalls was used, and data analysis involved descriptive statistics, factor analysis, and structural equation modeling (SEM) techniques. <i>Findings</i>: The study identified several critical factors influencing contract termination, including prompt payment by clients, adherence to contractual terms, competent supervision, and effective dispute resolution mechanisms. Through factor analysis and SEM, two main constructs emerged: Proactive Contract Management Strategies (PCMS) and Contract Termination Risk Mitigation Measures (CTRMM), each comprising specific indicators crucial for preventing terminations. <i>Originality/value</i>: This research contributes to the existing literature by providing empirical evidence of contract termination pitfalls and effective prevention strategies within the construction industry. The study’s multidimensional analysis approach, integrating quantitative techniques with Structural Equation Modelling (SEM), enhances the understanding of complex contractual dynamics and risk management in construction projects. <i>Implications</i>: The findings have practical implications for construction stakeholders, project managers, and policymakers. Implementing proactive contract management strategies such as clear payment protocols, rigorous quality control, and effective communication channels can significantly reduce contract termination risks. The study underscores the importance of integrating legal frameworks, innovative techniques, and managerial approaches in contract portfolios to enhance contract performance and project success in the construction sector.

The Influence of Teacher’s Competence and Academic Supervision on Teacher’s Performance

Teacher’s competence is a set of mastery of knowledge, skills, and behaviors that teachers need to carry out their duties as educators and teachers to achieve educational goals. If a teacher is able to understand and master various competencies as an educator, he is considered a professional. Academic supervision is a supervisory activity that aims to improve the condition of educators and education personnel as well as other facilities that allow a better teaching and learning situation to achieve educational goals. Teacher’s competence and academic supervision are expected to affect teacher performance. This article uses a quantitative method that aims to analyze the influence of teacher’s competence and academic supervision partially and simultaneously on teacher performance at SMP Negeri 1 BP. Peliung. Hypothesis testing was carried out on partial variables through simple linear regression tests and on simultaneous variables through multiple linear regression tests. The results obtained showed that the partial influence was not significant with significance values of 0.745 and 0.526, respectively. This also applies to simultaneous variables, no significant influence was found with a significance value of 0.445.

Academic Supervision at SMA Negeri 18 Palembang

Minister of National Education Regulation Number 13 of 2007 explains the ability of school principals to understand the Competency Standards of School Principals. The competence of the school principal based on the Minister of National Education Regulation consists of four components. The competency of the principal is an absolute ability to be mastered and practiced by the principal to lead and guide his subordinates within the scope of the school. One form of application is to carry out supervision competencies. This competency is a real action by the principal to improve the professionalism of teachers. The content of the activity is to approach using appropriate supervision techniques and then follow up. Looking at the results of the analysis of the supervision program in general at SMAN 18 Palembang, it should be followed up in order to improve the quality of educators such as: teachers have not developed and implemented an active learning process, teachers’ understanding of creative learning activities has not been maximized, and learning indicators and programs have not been developed holistically. It is an obligation for the principal to carry out comprehensive and systematic supervision and detail the opportunities for activities to be held along with the feedback from the supervision activities carried out. It is expected to boost the quality of learning for teachers and students in the classroom.

Professional profile in veterinary oncology: A Brazilian nationwide survey.

Veterinary oncology is constituted mainly by human-use drugs with hazardous agents. Occupational risks are present in all stages of handling. Many studies highlighted that veterinarians and pharmacists staff present a lack of knowledge and insufficient structure for promoting safety practices. This study investigated the professional profile and structure of veterinary antineoplastic chemotherapy in Brazilian services. A nationwide survey was carried out through digital platforms by a self-applicable from 2020 to 2021. The characteristics of the structure, facilities, professional profiles, practices related to antineoplastic chemotherapy services, and inspections provided by regulatory companies were investigated. Frequency and ranges were used to examine and describe data. This study analyzed 108 respondents from all Brazilian regions where 36 participants worked in veterinary oncology. Dogs and cats comprised more than 90% of animals assisted. Vincristine, doxorubicin, carboplatin, vinblastine, and cyclophosphamide were the most commonly used drugs. Considering pharmacists-led (n = 4) vs veterinarians-led (n = 18) services, structure with safety for handling hazardous drugs (4 vs 9), correct PPE usage (3 vs 0), and occurrence of occupational accident (0 vs 5) were registered. Almost 60% were dissatisfied with the structure and the managerial unwillingness to promote facility improvements. The majority of participants reported an absence of service inspection. The results demonstrated worrying concerning the inadequacy of the physical structure of the facilities, human resources, and handling hazardous drugs increased occupational health risk. The lack of competent authority standards and supervision corroborates practices that expose professionals, the population, and the environment to hazardous agents.

PRINCIPAL'S CLINICAL SUPERVISION: TEACHERS' PERSPECTIVES ON INSTRUCTIONAL FEEDBACK

The purpose of this study was to investigate the instructional feedback given by Principals during classroom observations. A qualitative approach was used, with semi-structured interviews conducted to gather data. Content analysis was employed to analyze the data. The participants were 20 elementary school teachers from Surabaya city in the 2023-2024 academic year, selected through purposive sampling. The findings revealed that Principals showed insufficient competence in supervision, conducting classroom observations only once a year as a formal procedure. Compared to educational supervisors, Principals were found to need greater proficiency in managing instructional issues faced by teachers due to their familiarity with teachers and knowledge of school activities. The study highlighted that teachers did not find the feedback provided by Principals beneficial, as it was seen as general advice. Therefore, it is essential for administrators to learn effective supervision methods to support instructional improvements in schools. Principals should understand how their role in the supervision system impacts the feedback they provide to teachers.

Moderating Effect of Technological Content Knowledge on Teachers’ Attitude towards Digital Technology and Classroom Supervision Competence

Moderating Effect of Technological Content Knowledge on Teachers’ Attitude towards Digital Technology and Classroom Supervision Competence

Educating custom officers supervisors: how do they experience their role?

PurposeThis study aims to examine customs officers’ perception of the role as supervisor before and after completing formal training in practice supervision. Owing to changes in the education of customs officers, their role as supervisors has changed, necessitating formal training.Design/methodology/approachA questionnaire with three open-ended questions was given to all participants to answer before and immediately after the training. Responses were given anonymously. Additionally, free text of the participants’ reflections on the supervision method and challenges within supervision was analysed.FindingsFour categories, including subcategories, emerged from the thematic analysis: competence in practice supervision; socialising and integration; motivation; and frame conditions. Analysis of the feedback shows that the education is experienced/perceived as a contribution to their personal development, learning and motivation, leading to more reflection on their own practice and a stronger focus on contributing to the students’ learning process and shaping them as future colleagues.Originality/valueTo the authors’ knowledge, there are no similar studies within this group, and the results of this study may lead to greater awareness regarding the supervisor role and the quality of customs and border management education and, thereby, higher quality in professional practice as customs officers.

Beyond the dyad: Broadening the APA supervision guidelines to include group supervision.

Group supervision is an extensively used format across many training agencies, yet it has been largely disregarded in theory and research within the supervision literature. In fact, the Guidelines for Clinical Supervision in Health Service Psychology (American Psychological Association, 2015a) mentions group supervision only one time, despite the fact that supervision within a group context includes competencies and considerations that are both unique and essential to the effective and ethical practice of group supervision. Because supervision conducted with multiple supervisees is multilayered and-as a result-more complex, group supervisors need to develop special skills that go beyond the supervision dyad. This article looks to the literature on supervision-both individual and group modalities-and on group psychotherapy to highlight the practices and processes that set group supervision apart. Building upon the seven supervision competencies outlined by the American Psychological Association (Supervisor Competence; Diversity; Supervisory Relationship; Professionalism; Assessment/Evaluation/Feedback; Professional Competence Problems; and Ethical, Legal and Regulatory Considerations), which currently concentrate exclusively on individual supervision, we extend each area to include distinct features of group supervision. We include recommendations for supervisor training and for the application of effective group supervision practices, as well as ideas on how best to approach the formal adoption of group supervision guidelines for psychotherapists. Our hope is that, either in a revision of the Guidelines for Clinical Supervision in Health Service Psychology or in a freestanding supplement to the Guidelines, guidance for group supervision will be more explicitly included. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Navigating Supervision and Interprofessional Relationships in Health Psychology.

Previous literature has focused on either individual models of supervision, developing trainees' interprofessional competencies, or on developing and maintaining interprofessional relationships outside of training. For psychologists in medical settings, these concepts are inextricably linked, and supervision must combine these professional practices to successfully meet the needs of psychology trainees, patients, and interprofessional colleagues, in an increasingly integrated healthcare landscape. This paper presents a model for advancing interprofessional collaborative practice competencies in supervision as health psychology trainees progress through the developmental stages of clinical competency, while supervising psychologists also maintain interprofessional relationships. The Interprofessional Collaboration Supervision Model (IPCSM)for Psychology describes trainee, patient, and interprofessional team factors for supervising psychologists to consider in supervision, as well as various interventions to deploy when these interrelated dynamics impact training. Case examples are provided along with discussion on how to implement this model in supervision.

Supervisory Competence and Managerial Behavior of School Heads and Teachers’ Performance in Southern Philippines

Supervisory Competence and Managerial Behavior of School Heads and Teachers’ Performance in Southern Philippines

Multicultural Counseling Skills Evaluation Form: A Tool for Clinical Supervision

As trainees’ development of multicultural counseling skills has become integral to graduate training in the mental health professions, so has the necessity of competent supervision for developing these skills. A critical component of supervision is evaluation, the process of observing, judging, and providing feedback to supervisees about their development. However, there is a paucity of guidance and resources available to assist supervisors in evaluating the multicultural skill development of supervisees. Such a vacuum opens the door for considerable bias as well as judgmental and inferential errors, resulting in the real possibility of unsound, unreliable, and invalid evaluations of supervisee development. This article presents the Multicultural Counseling Skills Evaluation Form (MCSEF), a 23-item instrument designed to fill the vacuum. The conceptual foundation of the form, development of items and revisions through expert review, potential utility in training and evaluation, and limitations are discussed.

Professional Development, School-based Management Implementation, and Organizational Support on Instructional Supervisory Practices of School Administrators

The study developed a structural model on the professional development, school-based management practices, and organizational support on level of competence in instructional supervision of school administrators. Descriptive-correlational and structural-comparative research design were used in this study. Five hundred one (501) school administrators in Divisions of Region X were chosen as participants of the study in the school year 2023-2024. Data were analyzed using frequency counts, percentage, means, correlation, and multiple linear regression analyses, and structural equation model. Professional development, school-based management practices, and organizational support in the context of educational administration. The indicators examined include professional development activities such as trainings/seminars, self-efficacy, and attainment of advance degrees. Additionally, school-based management practices encompass leadership and governance, curriculum and instruction, accountability, continuous improvement, and management of resources. Lastly, organizational support is evaluated through aspects such as training and development opportunities, performance review and appraisal systems, merit-based promotion schemes, and incentives and awards systems. The best predictor on the instructional supervision of school administrators is organizational support for training and development significantly predicts the outcome variable. Higher levels of organizational support are associated with increased training and development opportunities, highlighting the importance of supportive organizational practices in facilitating employee growth and development. KEYWORDS: Instructional Supervisory Practice, professional development, School-Based Management Implementation, Organizational Support

The Effect of Principal's Supervision Competency on Improving the Quality of Education in the Driving School Program

This study aims to determine the effect of the principal's supervision competence on improving the quality of education in the driving school program at SMA Se-Jakarta Selatan Region 1, namely SMA Negeri 86 Jakarta, SMA Negeri 109 Jakarta, and SMA Avicenna Jakarta. This study used a quantitative approach, with two variables, namely the competence of the principal's supervision (X) and improving the quality of education (Y) with a sample of 93 respondents. The results of this study show that there is a partial influence between the principal's supervision competence on improving the quality of education positively by a significance level of 0.001 less than 0.05 and a calculated value of 11.058 greater than the value of the 19867 table So that in this study it can be concluded that there is a positive and significant influence between the principal's supervision competence on improving the quality of education.

Value of a blended learning supervision course at the advanced level: Supervisors’ experiences

Aim: To explore what experiences specialist nurses and midwives have with a blended learning course (digital course component one and physical course component two) to develop their supervisory competence. Methods: A qualitative descriptive design with two focus group interviews (n=9) and written reflections from participants (n=70) from five courses conducted in 2021 and 2022. Findings: Thematic analysis revealed two main themes: 1) The value of blended learning in a clinical supervision course and 2) Areas for improvement. Participants experienced a profound learning outcome through the acquisition of theoretical knowledge digitally during part one of the course, followed by in-person engagement in simulation-based learning activities in part two. Specifically, the participants gained a heightened awareness of the complexity of supervision and increased confidence in using communication tools through simulation. The challenges faced in the digital part of the course highlighted the need for technical improvements, emphasizing the importance of improving flexibility and development of an application for easy access to learning resources. Conclusion: The findings indicate that the blended learning approach enhanced supervision competence. The online component facilitated a more profound learning experience in the in-person simulation-based course. Recommendations for improvement centered on simplifying content and introducing greater flexibility and accessibility in the digital part of the course.

Self-Care and Emotional Competence in Supervision: Helping Clinical Sport Psychology Trainees Foster Professional Well-Being

Within clinical sport psychology (CSP), there is increased attention on factors designed to enhance professional well-being, such as self-care, for practitioners. Emotional competence is a relatively new supervision topic despite it being an ethical imperative within clinical/counseling and sport psychology. CSP trainees deal with stressors that could threaten professional well-being and are complicated by ethical challenges within the sport ecosystem. The purpose of this article is to describe self-care and emotional competence as they relate to the professional well-being of CSP trainees. We offer practical applications for supervisors to consider adopting in their work with trainees. Overall, it is of vital importance that those in CSP attend to their well-being, and we call upon the CSP field to be more intentional about integrating well-being factors into the supervision relationship.

FACTORS AFFECTING THE PERFORMANCE OF SHARIA BANK EMPLOYEES

This research is based on the background that employee performance is the main thing that companies must pay attention to when carrying out their work activities. For this reason, this problem requires company management to plan to increase competency, distribute knowledge (knowledge sharing) and carry out work supervision more strictly in order to improve the performance of its employees. This research aims to test the variables of Competency, Knowledge Sharing and Work Supervision on Employee Performance at Bank Sumsel Babel Syariah KC Palembang. This research uses quantitative methods. The population in this study was 62 employees using a purposive sampling technique. The sample in this study consisted of 33 respondents who were employees of Bank Sumsel Babel Syariah KC Palembang. Primary data was obtained from distributing questionnaires to employees and analyzed using the validity test method, reliability test, while data analysis techniques used the classic assumption test, multiple linear regression analysis, t test, f test and r test. The research results show that the competency variable has a positive and significant effect on employee performance at Bank Sumsel Babel Syariah KC Palembang. The results obtained were tcount > t table (2.438 > 1.699) with a significance of 0.021 < 0.05. The knowledge sharing variable has a positive and significant effect on employee performance at Bank Sumsel Babel Syariah KC Palembang. The results obtained are t count > ttable (2.160 > 1.699) with a significance of 0.039 < 0.05. The work supervision variable has a positive and significant effect on employee performance at Bank Sumsel Babel Syariah KC Palembang. The results obtained are tcount > ttable (2.253 > 1.699) with a significance of 0.032 < 0.05. Simultaneously, the three variables have a positive and significant effect on employee performance at Bank Sumsel Babel Syariah KC Palembang. The results obtained are Fcount 12.925 > Ftable 2.93 and a significance of 0.000 < 0.05.

The Effects of Servant Leadership, Supervision Competence, and Work Loyalty on Teacher Performance

The primary emphasis of teacher performance lies in the strategies employed by educators to proactively enhance the academic achievements of their students. The aim of the research is to examine the relationship between servant leadership, supervisory competence, and teacher work loyalty on teacher performance. This research uses survey methodology, the research sample is 19 school principals and 81 public elementary school teachers in Ciwandan District, Banten Province, Indonesia. The sampling technique was carried out by random sampling. The data collection instrument for this investigation was a questionnaire. Data were analyzed using PLS path modeling. The results of the research show that servant leadership has a significant effect (p<0.05) on supervision competence, supervision competence has no significant effect (p>0.05) on teacher performance, servant leadership has a significant effect (p<0.05) on teacher performance , and work loyalty have a significant effect on teacher performance. Future research is expected to produce a servant leadership paradigm to encourage the growth of teacher performance for the benefit of the school. The implications of this research finding may provide a useful means for principals to self-reflect on their leadership, thereby improving the overall quality of their educational leadership institutions.

Nursing students' experience of an alternative model for supervision during practical studies in the municipal health service: A qualitative study

AimThe aim of the study is to describe how Norwegian nursing students experience clinical practice when the Strengthened Supervision in Practice model is used together with peer learning. BackgroundClinical practice is one of the most important parts of nursing education and the nurse supervisor plays an important role in the education of nursing students. Challenges arise because nursing students do not always receive quality supervision in practice. The quality of supervision affects the learning outcomes and well-being of the students during clinical practice. To meet the challenge that students do not always receive high-quality supervision, we wanted to try out a new supervision model Strengthened Supervision in Practice. Peer learning was also tried out in clinical practice. MethodThe study used a qualitative design. Data were collected from three focus group interviews with a total of 11 nursing students participating. FindingsClinical nurses are the most competent to supervise and assess nursing students in clinical practice. Peer learning provides safety in a learning situation. ConclusionsThis study shows that the supervisor and their supervision competence are important for the student's learning. Cooperation with the lecturer in common meetings is important to make sure supervisors have quality guidance and assessment skills. The Strengthened Supervision in Practice model seems to meet expectations, but further research is necessary to develop the model further.

The Implementation of Merdeka Learning Curriculum by Minister of Education at Senior High School in Banda Aceh

School supervisors have the main tasks of monitoring, supervising and evaluating the implementation of education. The existence of school supervisors is to provide guidance and supervision in increasing the effectiveness of education in schools. Therefore, the purpose of this study was to describe: (1) the supervisory development program regarding the academic supervision competency of the principals; (2) the implementation of the supervisory development program; (3) the evaluation of the supervisory development program; and (4) the follow-ups of the supervisory development program. This qualitative research was conducted by means of a descriptive approach in State Kindergarten 2 and State Kindergarten 6 of Banda Aceh City. The data were collected through interviews, observation, and documentation. The results showed that: (1) the preparation of the supervisory development program was carried out at the beginning of the fiscal year and consisted of a managerial program plan and an academic program plan. In addition; (2) the implementation of the program had particular stages and schedules; and (3) the evaluation of the program was more about the personal assessment of the principal with certain supervision schedules. Lastly, (4) the follow-ups and the solution regarding the obstacles were in the forms of facilitating training programs related to teacher performance assessment, increasing the intensity of supervision or class visits and increasing programs for academic supervision and teacher performance assessment on a regular and continuous basis.