Competent Supervision Research Articles

Penerapan Teknik Coaching Dalam Meningkatkan Kompetensi Kepala Madrasah pada Supervisi Pendidikan

Educatinal Supervision is an activity in controlling, directing, guidancing, evaluating and improving the performance of the teachers and staff in teaching leraning proses. Coaching technique is a form of supervition than can be applied in Educational Supervision. This study aims to analtze the application of coacging technique in improving the headmaster’s competency in educational supervision. This study uses the systematic literature Review (SLR) approach. The cata collection technique uses a Google Scholar through the Publish or Parish software. The keywords used are “coaching in Educational Supervison “the year starting from 2018 to 2022 restrictions. Researcer used 7 articles that were directly related to caching cundacted by the headmaster of Madrasa in improving academic supervision competency. The result of the study show that the coaching technique used can improve the supervisory competency of headmaster of Madrasa in maximizing the performance and teacher’s ability in solving the problems.

Supervision 2.0: Culturally Competent and Creative Online Supervision Practices

Supervision 2.0: Culturally Competent and Creative Online Supervision Practices

The Impact of Teacher’s Competence and Academic Supervision on the Effectiveness of Sekolah Penggerak

This study aims to examine whether there is a significant effect of teacher’s competence and academic supervision either partially or simultaneously on school effectiveness in Sekolah Penggerak (Driving School) Senior High School level in Palembang City. To achieve this goal, a quantitative approach is used. Data were collected using questionnaires, documentation, and observation. The results of the study show that teacher’s competence and academic supervision have a significant effect on school effectiveness both partially and simultaneously. The novelty of this research lies in the location and study that focuses on Sekolah Penggerak. This research contributes to teachers and the community in proving the magnitude of the influence of teacher’s competence and academic supervision on school effectiveness and helps socialize the Sekolah Penggerak program which is considered as a new government policy.

INOVASI PENINGKATAN PENDAPATAN DESA (KASUS DESA KARANG PUCUNG, TAMBAK, BANYUMAS)

Village autonomy gives flexibility to villages in managing their finances, including managing village income. For this reason, the management of state finances, including villages, must comply with the principles of efficiency, effectiveness and accountability. Village autonomy gives freedom to villages in planning, managing and allocating village income. However, this freedom also requires great responsibility in carrying out its financial management properly, in accordance with the principles of public finance. In an effort to increase village income, villages can also develop innovations in the field of financial and business management, such as developing village-owned enterprises or empowering village communities to become entrepreneurs. However, village financial management still faces various challenges, such as the lack of human resource competence and ineffective supervision. The aim of the research is to identify innovations in increasing the village's original income through Village Owned Enterprises. The research method used in this article is descriptive qualitative with data collection through Focus Group Discussion (FGD) with stakeholders. The results of the study show that innovation in increasing village income through Village Owned Enterprises can be carried out through proper income collection techniques, increasing human resource competencies, strengthening internal controls, and compliance with regulations. These innovations need to be carried out continuously to improve the welfare of village communities and strengthen village autonomy. The conclusion of the study is that there is an appropriate system innovation to increase the income of Karang Pucung Village.

Using a Delphi Technique to Define Primary Care Behavioral Health Clinical Supervision Competencies.

There is an increasing need for Primary Care Behavioral Health (PCBH) workforce development (i.e., increase in well-trained PCBH providers) given the growth of behavioral health (BH) integration into primary care, specifically at a time when behavioral health needs are increasing because of the COVID-19 pandemic (Kanzler and Ogbeide in Psychol Trauma 12(S1):S177-S179, https://doi.org/10.1037/tra0000761 , 2020). Therefore, it is imperative to provide current and future behavioral health clinical supervisors in primary care settings specific competencies, given there are no current competencies specific to clinical supervision within the PCBH Model. Using a Delphi process, the authors identified and reached expert consensus on competencies for BH clinical supervisors in primary care. A purposive sample (in: Patton, Qualitative evaluation and research methods, Sage, Newbury Park, 1990) of fifteen experts (n = 15) in PCBH clinical training and education evaluated quantitative and qualitative domains and specific competencies associated with PCBH supervision gathered during an initial in-depth qualitative interview. This was followed by two subsequent rounds of quantitative Delphi surveys to reach consensus. The response rates from our panel of experts were 100% (15/15) for all stages (interviews, round one and round two surveys). Three domains (Primary Care Knowledge, Clinical Supervisor Development, and Clinical Supervision Skills) were rated as essential for providing clinical supervision with PCBH for pre-licensure level learners. The development of competencies will further support BH clinical supervisor needs, professional development, and provide a concrete way to evaluate progress towards teaching and training excellence. This will also have a great impact on the development of the future BH workforce within primary care.

Nilai-Nilai Kepemimpinan Islam dalam Buku Islamic Golden Stories Karya Ahmad Rofi’ Usmani

In this era of increasingly advanced development, many people forget and abandon the true meaning of leadership. This study aimed to discover Islamic leadership's values in the book Islamic Golden Stories by Ahmad Rofi' Usmani. The type of research used is library research, then uses a qualitative approach with an inductive thinking method. After the analysis phases were carried out, it was found that there was compatibility between the values ​​of Islamic leadership and the book Islamic Golden Stories by Ahmad Rofi' Usmani. These Islamic leadership values ​​include Siddiq, namely daring to admit mistakes and being responsible, amanah, namely being trustworthy; exemplary; be fair; high lead loyalty; and loving the people, tabligh consists of listening to advice and carrying out tasks, and fatonah consists of broad-mindedness; wise; able to control emotions; and have innovation. Then, the values ​​of Islamic leadership have contributed to the leadership of school principals because the values ​​of Islamic leadership in the book Islamic Golden Stories by Ahmad Rofi' Usmani are in conformity with the Regulation of the Minister of Education Number 13 of 2007 concerning school principal leadership which includes personality competence, competence managerial, entrepreneurial competence, supervision competence, and social competence.

Creation and initial validation of a genetic counseling supervisory self-efficacy scale.

Fieldwork supervision is the "signature pedagogy" for training genetic counseling students, ensuring that students have the experience necessary to become minimally competent genetic counselors. According to the National Society of Genetic Counselors 2022 Professional Status Survey, roughly 40% of genetic counselors serve as supervisors for genetic counseling graduate students. Despite fieldwork supervision being essential for training, there are currently no validated supervision skill assessment tools for genetic counseling fieldwork supervisors to use for professional development. While a self-efficacy scale for genetic counselors currently exists, a comprehensive self-efficacy scale for genetic counseling supervision skills does not. The purpose of the study was to develop and validate a genetic counseling supervisory self-efficacy scale (GCSSES). This study was comparative, quantitative, and cross-sectional, with data collected via an online questionnaire which assessed supervision self-efficacy (95 items), derived from 154 published GC supervision competencies, demographics (5), experience (9), and supervisory development (18), using the Psychotherapy Supervisory Development Scale (PSDS). A total of 119 board-certified genetic counselors completed the survey. Factor analysis eliminated 40 items due to insufficient factor loading, and item-item correlation eliminated one item with elevated inter-item correlation, leaving 54 items on the finalized GCSSES. Exploratory factor analysis derived four GCSSES factors, which accounted for 65% of the variance in the scale: (a) Goal Setting, Feedback, and Evaluation; (b) Complex Aspects of Supervision; (c) Conflict Resolution; and (d) Working Alliance. Preliminary analyses show the GCSSES has high reliability and internal consistency (Cronbach's alpha = 0.99). Positive correlations between experience variables and supervisory self-efficacy were identified. A 54 item GCSSES was developed by this study. The GCSSES may serve as a tool for genetic counseling supervisors and graduate programs to assess skills, monitor professional development, and target training. A genetic counseling supervisory self-efficacy scale can also be used in future studies regarding training of genetic counseling supervisors.

The Worldview Genogram: A process model for enhancing diversity responsiveness and competence in education, training, and clinical supervision.

Diversity responsiveness and competence is an imperative in current graduate psychology training and few, if any, will debate this. However, what has been and still remains frustrating to most practicum and internship clinical supervisors and graduate school instructors is a dearth of safe and practical tools to enhance this process, particularly in terms of the awareness domain. The authors of this article present a process model, the Worldview Genogram (WVG), that has been developed and implemented in clinical field placements and classroom settings over the last 22 years with significant success. The WVG, anchored by a three-generational family-of-origin genogram, is a depiction of individual and cultural diversity constructs that impact a person's identity formation. A rationale for the model and specific, practical steps in implementing it in academic and clinical settings are described. The model's uniqueness lies in the fact that it is nonpathologizing, strengths-based, trainee driven, and predicated on instructor or supervisor modeling. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Supervisi Program Pendidikan Kepala Madrasah Pada Profesionalisme Guru Di MA Al-Jauharotunnaqiyyah Palas Cilegon

One of the competencies that the principal must possess is the ability to supervise. Competence in academic supervision, or the capacity of school administrators to offer advice to educators, students, and instructors in order to raise teacher professionalism. Professionalism in the classroom refers to a teacher's capacity to comprehend pupils, plan and carry out instruction, mentor and educate, develop students, and assess their learning outcomes in order to help them realize their potential. In order to determine the planning, execution, and follow-up of the Principal's Supervision Management in Improving Teacher Professionalism at Madrasah Aliyah Al-Jauharotunnaqiyyah Palas Cilegon, this study employs a qualitative approach and the case study technique. The study's findings indicate that: First, planning for the school principal's academic supervision program entails holding supervision preparation meetings, creating supervision instruments, gathering data through class visits, determining the most effective ways to boost or increase teacher professionalism, and preparing the administration required for supervision implementation. Activities for planning supervision involve all educators and teachers. Second, the technical criteria for supervision are used by school principals to implement supervision in accordance with the standards for doing so. Third, provide direct, indirect, and situational coaching to teachers at Madrasah Aliyah Al-Jauharotunnaqiyyah Palas Cilegon in order to build on the academic supervision of the school principal's success in raising teacher professionalism. There was an increase in the professionalism of teachers after carrying out academic supervision by principals both in quality and quantity

Genetic counselors' perceptions of student supervision across service delivery models.

Genetic counseling (GC) services are increasingly delivered by phone or video, resulting in more telehealth student rotations. The purpose of this study was to describe genetic counselors' utilization of telehealth for student supervision and to compare how their comfort, preferences, and perception of the difficulty of selected student supervision competencies vary between phone, video, and in-person student supervision. In 2021, patient-facing genetic counselors in North America with ≥1-year GC experience who supervised ≥3 GC students in the last 3 years received an invitation via the American Board of Genetic Counseling or the Association of GC Program Directors listservs to complete a 26-item online questionnaire. There were 132 responses eligible for analysis. Demographics were fairly consistent with the National Society of Genetic Counselors Professional Status Survey. The majority of participants used more than one service delivery model to provide GC services (93%) and supervise students (89%). Six supervisory competencies related to the student-supervisor communication (Eubanks HIggins et al., 2013) were perceived to be most difficult to accomplish by phone and easiest in-person (p < 0.0001). Participants were most comfortable in-person and least comfortable by telephone for both patient care and student supervision (p < 0.001). The majority of participants predicted continued use of telehealth for patient care but preferred in-person service delivery for both patient care (66%) and student supervision (81%). Overall, these findings indicate service delivery model changes in the field have an impact on GC education and suggest that the student-supervisor relationship may be different via telehealth. Furthermore, the stronger preference for in-person patient care and student supervision, despite predicted continued telehealth utilization, points to a need for multifaceted telehealth education initiatives.

A Delphi Study on Construction of Korean Family Counselor Core Competencies in Supervision

미국과 영국 등 가족상담이 일찍 발달한 나라에서 전문 학회 및 상담 관련 연구자들의 적극적인 동참으로 가족상담사 핵심역량 연구가 진행된 것과 달리, 한국에서는 사회문화적 특성을 고려한 가족상담사의 핵심역량에 대한 논의나 연구가 이루어지지 못했다. 이 같은 배경에서 본 연구는 슈퍼비전에서 활용 가능한 한국 가족상담사의 핵심역량 문항을 전문가 델파이 연구를 통해 구성하고자 하였다. 이를 위해 가족상담사 핵심역량 관련 국외 선행연구를 참고하여 핵심역량의 기초적 문항들을 추출하였으며, 이후 한국 가족상담 슈퍼바이저 20명을 대상으로 2회에 걸친 델파이 설문조사를 실시하였다. 초기 설문지 문항은 4개 영역, 20개 하위영역, 74문항으로 구성되었다. 1차 조사 결과 나타난 전문가 패널의 정성적 피드백과 항목의 중요도에 대한 평균, 표준편차, 내용타당도 비율(CVR)에 따라 문항이 선정되고, 단어 및 개념 수정, 일부 항목 삭제 또는 2개 이상 항목의 통합이 이루어진 후 2차 조사가 진행되었다. 최종적으로 4개 영역(‘가족 사정’, ‘치료계획 및 사례관리’, ‘치료적 개입’, ‘전문 윤리’), 10개의 하위영역, 44개의 문항으로 슈퍼비전을 위한 가족상담사 핵심역량(KFC-CC) 문항이 재구성되어 제시되었다. 본 연구 결과에 기초하여 연구자는 한국 가족상담 슈퍼바이저들을 대상으로 한 델파이조사 결과의 독특한 측면을 논의하였으며, 가족상담 교육, 훈련 및 평가에서 핵심역량 문항의 활용 방안들을 제시하였다.Objectives: Unlike the United States and the United Kingdom, in Korea, there has been no discussion or research on the core competencies of family counselors considering socio-cultural characteristics. This study attempted to construct core competency items of Korean family counselors that can be used in supervision through expert Delphi research. Methods: To this end, basic questions of core competencies were extracted by referring to previous overseas studies related to core competencies of family counselors, and then a Delphi survey was conducted twice with 20 Korean family counseling supervisors. Results: The initial questionnaire consisted of four categories, 20 sub-domains, and 74 questions through extraction of common categories from previous studies. After investigating twice, the questionnaire was reorganized into four categories, 10 sub-domains, and 44 questions as its final form. Conclusions: The authors discussed some unique aspects of Delphi survey results of Korean supervisors and suggested several prospective uses of the core competencies.

ANALYSIS OF ACADEMIC SUPERVISION COMPETENCE THROUGH WORKSHOP ACTIVITIES (Case Study of Kapuas District Islamic Religious Education Teachers)

Quality learning is a stipulation to achieve the educational goal. That is why academic supervision is needed, one of the conscious efforts made to improve teacher competence so that teachers can develop a higher-quality learning process. This research aims to determine whether the workshop implementation can increase academic supervision competence so that it contributes positively to improving the learning process. This research used a case study approach. Methods of data collection using observation and interviews. The sample was selected based on purposive sampling. The results of the study indicated that if the workshop activity is carried out based on proper planning and implementation in accordance with the principles of the workshop itself, it can increase the competence of academic supervision to add experience to the supervisor himself. In other words, the supervisors and teachers participating in the workshop activities each gain new knowledge for the teacher and new experiences for the supervisor.

Clinical features of the course of cystic fibrosis during pregnancy and childbirth

Cystic fibrosis is one of the urgent medical and social problems of health care systems in most countries due to fairly high prevalence, development of multi-organ lesions, and poor outcomes.Due to modern advances in the diagnosis and treatment of cystic fibrosis, not only has the average life expectancy of patients increased, but their quality of life has also improved, and it has become possible to maintain pregnancy and childbearing. Since cystic fibrosis can adversely affect the course of pregnancy, childbirth, and health of both mother and child, proper management of women with cystic fibrosis during pregnancy and childbirth is of particular relevance. The presented clinical case is an example of competent supervision at all stages of monitoring of a patient with cystic fibrosis during pregnancy and childbirth.

The Correlation between Principals’ Managerial Competence, Academic Supervision Competence, Entrepreneurial Competence, and Teachers’ Motivation for Achievement throughout State Vocational High Schools

This present study aimed to identify the correlation between principals’ managerial competences, academic supervision competence, entrepreneurial competencies, and teachers’ motivation for achievement throughout state vocational high schools in the city of Gorontalo. It relied on a quantitative method with a correlational technique and collected the data from a questionnaire using the Likert scale. The results revealed that principals’ managerial competence and teachers’ motivation for achievement had a positive and significant correlation with a correlation coefficient of 0.376 (37.6%); the correlation between principals’ academic supervision competence and teachers’ motivation for achievement was positive and significant with the correlation coefficient of 0.459 (45.9%); the correlation between principals’ entrepreneurial competence and teachers’ motivation for achievement was positive and significant with the correlation coefficient of 0.312 (31.2%); principals’ managerial, academic supervision, and entrepreneurial competencies and teachers’ motivation for achievement reached a positive and significant correlation with the correlation coefficient of 0.546 (54.6%).

Determinasi Responsibilitas Tatakelola Keuangan Desa

This research intends to examine and analyze the competence of human resources, community involvement, supervision, and utilization of information technology that affect the Responsibilities of Village Financial Management in the Brand District of Karo Regency. This type of research is quantitative research and uses primary data. The data collection model used is a questionnaire. The analytical model used in this research is descriptive analysis and multiple linear regression. This research was used in 12 villages in the Brand District, and in each village 4 respondents were obtained, namely the Village Head, Village Secretary, Head of Finance, and one BPD person, so that the total number of respondents was 48 people. This research was conducted in April – May 2021. The results of this research show that human resource skills, community involvement, and technology utilization have a positive and significant correlation to Village Financial Governance Responsibility, while supervision has a negative and significant correlation to Village Financial Governance Responsibility. The contribution of this research is that the existence of human resource skills, community involvement, supervision, and utilization of technology can strengthen the responsibility of village financial governance throughout Indonesia, especially in villages located in the village of Brand District.

Exploring the supervisory relationship in the context of culturally responsive supervision: a supervisee’s perspective

Abstract Clinical supervision is a relationship-based education, considered crucial in providing clinicians with emotional support, skill development and improving client outcomes. Culturally responsive supervision assumes that culture permeates clinical practice and supervision. Culturally responsive supervisors promote the development of cultural competence in supervision, through modelling, reflective discussion and responsivity. Research has demonstrated that greater perceived cultural responsivity in supervision may result in greater satisfaction for supervisees, particularly those from racially or ethnically minoritised (REM) backgrounds. The current study explores supervisee perceptions of culturally responsive supervision and supervisory relationships between different supervisory dyads, comprising supervisees from REM and White backgrounds. This was a cross-sectional design incorporating a between-groups comparison. Trainee and qualified clinical psychologists, counselling psychologists and CBT therapists (n = 222) completed an online survey. Perceptions of cultural responsivity and the supervisory relationship were explored. Participants provided information about their supervisor’s race and ethnicity and their own, and were organised into four supervisory dyads. Participants from REM backgrounds in dyads with White supervisors perceived their supervision as significantly less culturally responsive, with significantly lower quality supervisory relationships. Greater perceived cultural responsivity in supervision significantly predicted better supervisory relationships (regardless of participant cultural background). Findings suggest that culturally responsive supervisory practices may play an important role in developing cultural competence and strengthening the supervisory relationship, particularly in cross-cultural supervisory dyads. Findings present important clinical and theoretical implications. Key learning aims (1) To understand the need for cultural responsivity within the context of clinical supervision. (2) To explore the differences between cross-cultural and culturally similar supervisory dyads in perceptions of cultural responsivity in supervision. (3) To explore the differences between cross-cultural and culturally similar supervisory dyads in perceptions of the quality of the supervisory relationship. (4) How does culturally unresponsive supervision impact supervisee experiences?

Կանաչ բանկերի կայացման հիմնախնդիրները ՀՀ-ում / The Problems in Establishing Green Banks in the RA

Our research delved into the possibility of establishing Green Banks in the RA. In particular, the environmental and social risk management system (ESMS) of commercial banks of the RA, its key components, tools, and improvement opportunities were analyzed. At the same time, the guiding action and steps of the Central Bank of the RA, as a mega-regulator and an institution with exclusive competence of Banking Supervision, were considered, which should be aimed at motivating green financing by commercial banks of the RA. As a result of the research, specific recommendations and requirements for the formation of financial assets by the commercial banks of the RA were presented: evaluation of the creditworthiness of the borrower, proposed business plan, assessment of the ESMS of the field of activity, credit agreement, a Negative list, conducting on-site visits to the borrower’s place of operation, monitoring report in drafting, organization of appeal processes and addressing other fields. Regarding the Central Bank of the RA, recommendations have been presented: development of a new reporting form on quarterly basis, inclusion of the assessment and forecasts of the ESMS in the CAMELS rating system of commercial banks, weighting of green assets with a possible low-class risk in the sum of credit risk, market and operational risk (RWA), commercial banks’ inclusion of risk calculation of ESMS in stress tests, exemption from the basic economic normative of compulsory reserve for the funds raised as a result of green bonds issue, application of preferential interest rates in the order of financial asset classification and potential loss reserves for green financial assets provided.

A literature review of content elements in supervision training courses

The main aim of this article is to explore, through a literature review, how five content elements identified in previous research (assessment, communication, ethics, feedback, and learning and supervision theories) are constituted in practical supervision settings and in educational supervision training for post-degree professionals. A further aim is to identify fields of tension in supervision when incorporating the elements in supervision. To address these aims, a literature review was undertaken with a focus on the content elements. The results show that the explored content elements have the potential to not only enhance supervision, but also point to the existence of generic supervision competences, which are valid for several professions. The results also present four fields of tension in supervision settings; these fields of tension imply challenges, such as the tension between theory and practice, and the tension between the supervisee’s autonomy and dependency. Based on the results, the article discusses practical implications for supervision training courses.

Implementation of the supervisory function in fostering the competence of the principal's academic supervision on the performance assessment of kindergarten teachers

The purpose of this study is to describe how the implementation of the supervisory function in fostering the competence of the principal's academic supervision on the performance assessment of kindergarten teachers in Banda Aceh City. This study uses a descriptive qualitative approach. The research was conducted at the Kindergarten in Banda Aceh City. Data collection techniques using observation, interviews. The standard of data validity in qualitative research refers to the standards of credibility, transferability, dependability, and confirmability. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. The results of this study are the results of this study conclude that the supervision carried out by the principal on the implementation of the Teacher Performance Assessment has been carried out systematically and programmed, so that teachers feel the assistance of the principal in improving their performance. Factors that support the successful implementation of the supervisory function in fostering the competence of principals' academic supervision on the implementation of teacher performance are the factors of principals and teachers who have a desire to improve their performance through academic supervision activities shown by a cooperative attitude towards the supervision process. Meanwhile, the obstacles are the principal's lack of knowledge about Teacher Performance Assessment, the number of teachers who must be fostered and the lack of intensity of academic supervision of teachers. Meanwhile, the solution is to follow teacher performance appraisal training, increase the intensity of class visit supervision and increase academic supervision development programs and teacher performance appraisals on a regular and continuous basis.

The Effect of Teacher Academic Competence and Principal Supervision on the Professional Duties of Teachers Mediated by Work Commitment of Public Elementary School Teachers in Kapuas Timur Sub-Districts

This study aims to describe and analyze the effect of teacher academic competence and principal supervision on the professional duties of teachers mediated by work commitmentThis study uses a quantitative approach with descriptive methods and multiple linear regression analysis. Sampling used proportional random sampling so that a sample of 122 teachers was obtained. Data were analyzed using path analysis and Sobel test with the help of SPSS for Windows software The results showed that: (1) The description of the Academic Competence, Principal Supervision, Work Commitment, and Professional Duties of Teachers was in a fairly high category, (2) Academic Competence had an effect on Professional Duties of Teachers, (3) Principal Supervision had an effect on Professional Duties of Teachers, (4) Work Commitment had an effect on Professional Duties of Teachers, (5) Academic Competence had an effect on Work Commitment, (6) Principal Supervision had an effect on Work Commitment, (7) Work Commitment is the Mediator of the Effect of Academic Competence on the Professional Duties of Teachers, (8) Work Commitment is the Mediator of the Effect of Principal Supervision on the Professional Duties of Teachers of Public Elementary School Teachers in Kapuas Timur Sub-Districts