Supervisory Competence Research Articles

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.

Relationship between Teacher's Interpersonal Supervisory Competencies and Students' Academic Performance in Hoima District Government-Aided Secondary Schools, Uganda

Teachers are the cornerstone of a vibrant and sound education system, and their competencies, work ethic, and motivation are key in guaranteeing quality learner outcomes and the realisation of the national goals of education. Application of teacher interpersonal, supervisory competencies (TISC) during instruction is deemed to significantly impact student's academic performance, but this has not been so in Hoima District Government-aided secondary schools in Uganda. This is despite continued teacher instructional supervision, various legal provisions in place and government financing. The study assessed the relationship between Teachers' interpersonal and supervisory competencies and students' academic performance, to make recommendations to improve the situation. Self-efficacy and Self-determination theories premised the study of 149 respondents using a post-positivism paradigm, mixed-methods approach, where purposive and simple random sampling techniques were used in selecting sample size. Data was collected using a questionnaire, interview schedule and document analysis. Findings indicated a positive significant Pearson correlation coefficient (r (142) = 0.712, P<0.01) and inadequate teacher practising of a number of interpersonal competencies. Recommendations were: District Administration, Head teachers, School Boards, and parents should apply multifaceted approaches towards teachers encompassing professional development workshops and training sessions to develop their interpersonal and supervisory skills, increase their awareness on various social issues, and enhance their creativity and inventiveness in the supervision of student learning. This is in addition to developing supportive policies and practices regarding teaching resources and welfare. Additionally, teachers should maintain a collaborative relationship with parents/guardians and colleagues to develop and practice supportive, integrative, individualised attention to students while promoting collaborative networks with colleagues. The study further proposes that similar studies be carried out in other Government-aided secondary schools and private ones in Uganda

An Overlooked Issue: A BriefNarrative Review Abouton Supervisor Competence and Supervisor Training

Süpervizyon terapi eğitiminde çok önemli bir yere sahiptir. Terapist olmak için öğrenciler sıkı bir şekilde yapılandırılmış teorik eğitim süreçlerinden geçtikten sonra süpervizyon altında danışan görmeye başlamaktadır. Terapistlerin yetkinliği için çok önemli bir yere sahip olan süpervizyon sürecinde, süpervizörün yetkinliği son yıllara kadar göz ardı edilmiş bir konu olarak karşımıza çıkmaktadır. Geleneksel yaklaşımda terapistlerin belli bir süre deneyimden sonra terapiden öğrendikleri bilgi ve becerileri süpervizör olmak için adapte edebilecekleri varsayımı hakimken, alandaki süpervizörlerin yetkinlik düzeylerini ve kötü uygulama sıklıklarını raporlayan çalışmalar süpervizör olabilmek için de belirli bir eğitimin gerekli olduğuna dikkat çekmeye başlamıştır. Bu durum Amerikan Psikologlar Birliğini bu konuda harekete geçirmiş ve dernek 2014 yılında “Sağlık Hizmeti Veren Psikologlar için Klinik Süpervizyon El Kitabını” hazırlamıştır. Bu gelişme ile birlikte süpervizyonun ayrı beceriler gerektiren, terapistlikten farklı bir beceri olduğu görüşü daha geniş kitlelerce kabul görmeye başlamış ve süpervizörlük eğitimleri yaygınlaşmaya başlamıştır. Bu derleme makalesinde süpervizörlüğün önemi, konunun tarihsel gelişimi, süpervizörlüğü terapistlikten ayıran özellikler, süpervizörlük eğitimine dair mevcut tartışmalar, ve süpervizör gelişim modellerine yer verilmiştir.

The more the merrier? PhD supervisors’ perspectives in engaging in co-supervision

ABSTRACT Over the past decade, co-supervision of PhD candidates has become increasingly common across the disciplines. However, co-supervision has been explored previously primarily from the candidates’ viewpoint and in small-scale qualitative studies. We have extended the research by examining co-supervisory experience from the supervisor’s perspective, and by exploring the influences of co-supervision for supervisory competencies and the occupational wellbeing with a large-scale quantitative survey. 561 supervisors participated in the study. The data were analysed with statistical methods. The results showed that having a supervisory team has become the dominant from of supervision across the disciplines. Furthermore, the frequency of engaging in co-supervision was related to supervisor’s occupational wellbeing, but the association was not straightforward. Having experience in co-supervision seemed to contribute to feeling more confident with one’s supervisory competencies. The findings imply that the development of well-functioning co-supervision practices can enhance supervisors’ competencies and occupational wellbeing alongside promoting PhD candidates’ studying.

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.

HR managers stereotyping frontline managers

AbstractThis study explored how human resource (HR) leaders' biased perceptions of frontline manager (FLM) effectiveness influence HR ratings of FLM competencies, resulting in insufficient training and job preparation for these critical employees. The literature review examined FLM research, ratings of supervisory competencies and the underlying theoretical frameworks of implicit leadership theory and leadership categorization theory, and their relationship to informal learning. The research used mixed methods, with a qualitative critical incident study to identify competencies, followed by a quantitative survey to compare ratings, followed by qualitative in‐person interviews to confirm survey findings. Results revealed a significant difference between HR and other raters of FLMs, including the FLMs themselves, with regard to FLM effectiveness, and these differences are informed by HR stereotypes of FLMs. Recommendations and implications suggest HR's role in providing unbiased assessment could lead to essential FLM training and development.

UPAYA PENINGKATAN MUTU MENGAJAR GURU MELALUI SUPERVISI AKADEMIK KEPALA SEKOLAH DI SMA NEGERI 1 TONGAS PROBOLINGGO

This study aims to analyze efforts to improve the teaching quality of teachers through the academic supervision of the principal at SMA Negeri 1 Tongas Probolinggo. This study used descriptive qualitative method. The research was conducted at SMA Negeri 1 Tongas Probolinggo in 2020. The results of the study concluded that the academic supervision implementation system for the Principal of SMA Negeri 1 Tongas Probolinggo has formed a team of supervisors or a Teacher Performance Assessment Team. The Principal has planned an academic supervision program, requested a report from the supervisor, and followed up on the results of the supervision as appropriate. The teaching quality of teachers at SMA Negeri 1 Tongas Probolinggo has improved in terms of administration and process. The implementation of continuous and well-programmed supervision has a major role in improving the quality of teacher teaching. The factors that support the implementation of the academic supervision of the Principal of SMA Negeri 1 Tongas Probolinggo are the high professionalism of the principal, high competence of supervisors (PKG team members), teachers who are on average ready to be supervised by the Principal.

Implementasi Supervisi Pendidikan dalam Meningkatkan Kredibilitas Tenaga Pendidik Melalui Pendekatan Directiv, Non Directiv dan Kolaboratif

Supervision plays a crucial role in maintaining and improving educational resources. Competent supervisors are equipped with theoretical knowledge and practical understanding to effectively address challenges and contribute to the progress of educational institutions. They provide solutions and support to teachers and staff through directive, non-directive, and collaborative approaches. Effective supervision requires a deep understanding of the issues at hand. It is not limited to criticism but serves as a platform for problem-solving. Continuous coaching is essential for teachers and staff, ensuring their professional growth and development. A well-structured system is vital for supervisors to fulfill their responsibilities. Overall, supervision serves as a valuable mechanism for enhancing educational institutions and nurturing a conducive learning environment.

The Practice Degree of Supervisory Competencies by Educational Supervisors in Irbid Governorate from Teachers' Point of View

This study aimed to identify to the degree of supervisory competencies by educational supervisors in Irbid Governorate from teachers' point of view, and it aimed to identify the suggestions for development. The study followed the descriptive survey methodology. The study used to collect is a questionnaire on the practice degree of supervisory competencies by educational supervisors in Irbid Governorate consisting of (26) items data. The study sample consisted of (418) teachers chosen by using stratified random sample method. The results indicated that the practice degree of supervisory competencies by educational supervisors in Irbid Governorate from the point of view of the teachers, medium degree on the tool as a whole and all domains. The results indicated that there were no significant differences in the responses of the sample subjects according to gender, educational stage and years of experience in all domains, and the results showed that there was a positive correlational relationship between total score of the practice of educational supervisors for supervisory competencies and the total score for teachers’ morale.

Zakat Management Improvement Strategy Efforts to Maintain Muzakki Trust

Purpose: The management of zakat in Amil Zakat institutions is an important one, the management includes planning, organizing, implementing, and supervising activities as well as the distribution of funds. So that if an Amil Zakat institution has good management, it can increase the receipt of funds and public trust in the institution. In optimizing management, a mature strategy and plan are needed in order to produce maximum output. Methodology: In this study, the type of research used is Field Research, referred to as empirical research. While the nature of this study is quantitative, research provides an overview of particular community symptoms. In this study sampling using the Disproportionate Stratified Random Sampling method. Findings: The results of the research conducted show that the National Institute of Amil Zakat Baitul Maal Hidayatullah Yogyakarta has a good strategy in the management of zakat funds, while the strategy used includes careful planning, directed personal managerial, implementation of the collection and distribution of accordance with religious principles, as well as supervision conducted by a competent supervisor. This is what makes the National Amil Zakat institution Baitul Maal Hidayatullah always growing and increasing public confidence in the institution.

Program Development for Enhancement of Teachers’ Supervisory Competency of Dual Vocational Education System in Educational Institutions under Vocational Education Commission

Program Development for Enhancement of Teachers’ Supervisory Competency of Dual Vocational Education System in Educational Institutions under Vocational Education Commission

Challenges and Coping Mechanisms in Supervision of the Instructional Leaders in the New Normal

Supervision is an important role of instructional leaders in the new normal and is a pressing global issue. The study found out what challenges and coping mechanisms instructional leaders faced in supervising in the new normal. This is a pressing global issue that is of great interest to stakeholders. This mixed research method involved 102 faculty respondents and 6 Deans of the different Bataan Peninsula State University colleges. Results showed that 26 or 25.49% of the respondents belong to the age group of 32 to 39 years old. The Deans were designated as early as 3 months to 12 years. Their supervision experiences with the teachers and students include difficulties in monitoring teachers and students and innovative methods of instruction. Data showed that the deans considered planning a program for curriculum development (Mean=3.54, SD=0.82) as very challenging. Data indicate that a significant difference is not evident in the perception of teacher-respondents on the challenges their deans met in the new normal and the deans’ coping mechanisms in resolving the challenges they met in the new normal when grouped according to the length of service. The analysis using Spearman’s rho indicates a very weak positive correlation between coping mechanisms and the challenges in planning a program for curriculum development, implementing a definite program of supervision, and providing leadership in the professional upgrading of the faculty. The p-values which are statistically lesser than the alpha of .05 indicate that there is not enough evidence to claim that the relationship is significant, thus, it fails to reject the null hypothesis. The challenges that were experienced in supervision included the Dearth of Resources, Communication, and Age barriers. Coping mechanisms that they employed include versatility and flexibility in leadership. Supervisory competencies of instructional lead include Interpersonal Skills. Keywords: Challenges and Coping Mechanisms, Convergent Mixed Method, Instructional Leaders, New Normal, Philippines

Analisis Pendidikan Bermutu Melalui Tugas dan Kompetensi Supervisor

This abstract aims to discuss the importance of supervision in achieving quality education and fostering competent teachers. Education plays a vital role in developing a superior generation with character, aligned with the national philosophy of Pancasila, and contributing to society, the nation, and the state. In the current era of globalization, where competitiveness is crucial, quality education becomes essential. Supervision activities conducted by supervisors significantly contribute to the progress of education. Through effective supervision and guidance, teachers can enhance their skills and ultimately improve students' learning outcomes. Both principals and supervisors should possess the necessary understanding of their roles and responsibilities in order to produce qualified teachers. Several competencies are required to fulfill these tasks successfully. This study emphasizes the significance of supervision in shaping the educational landscape and the role of competent supervisors in fostering quality education.

Competence of Auditors and Supervisors of The Implementation of Local Government Affairs at The Regional Inspectorate of Tomohon City

This study aims to identify, analyze and describe what factors influence the competence of the Auditor and PPUPD (Supervisor of the Implementation of Local Government Affairs) at the Regional Inspectorate of Tomohon City. In this study, the authors used a qualitative approach that is descriptive in nature, namely explaining the phenomenon in depth through data collection. Based on the results of the study it was found that the competence of Auditors and PPUPD had been implemented. This can be seen from the several indicators that have been discussed, namely, the Auditors and PPUPD who carry out supervisory duties must have sufficient competence. Auditors and PPUPD before carrying out their duties always try to equip themselves with knowledge related to the implementation of the tasks they will carry out. In order to improve the competence of Auditors and PPUPD in carrying out supervisory duties, training is carried out in the office itself concerning the rules relating to the implementation of supervisory assignments. The office training itself also discussed the mechanisms for implementing supervisory assignments. To increase the competence of Auditors and PPUPD in the implementation of supervision, before carrying out supervisory duties, Auditors and PPUPD must prepare an Audit Work Program (PKA), Review Work Program (PKR) as guidelines regarding the design of work procedures systematically, also known as work steps will be implemented to achieve the goal. The Inspectorate, which is the Government's Internal Supervisory Apparatus (APIP) as a Strategic Partner, certainly has many tasks as well as obstacles in the work that are faced within the Internal and External scope. The competence of the Auditor and PPUPD must be maximized and requires a budget that is arranged in the Budget Implementation Document (DPA) of the regional apparatus, in this case, the Inspectorate. Not all Auditors and PPUPD have the opportunity to be involved in training and education regarding the implementation of supervisory duties because the available budget is very limited.

Peningkatan Kompetensi Guru Dalam Menyusun Perangkat Pembelajaran RPP Melalui Workshop

Based on the Regulation of the Minister of Education and Culture Number 6 of 2018 concerning Education and Training (Training) for Candidates for Principals is the preparation of competency for prospective school principals to strengthen insights, knowledge, attitudes, values and skills in leading schools, which aims to: (1) provide experience learning that integrates attitudes, knowledge, and skills on the dimensions of personality, managerial, entrepreneurial, supervision, and social competencies with empirical (contextual) experience according to the characteristics of prospective principals (2) develops the ability of prospective principals in identifying learning problems to improve learning outcomes learners. This research is an action research of school principals. The subjects in this study were Guppy Palangkaraya Middle School teachers. The stages of this research are planning, implementation, observation and reflection. From the results of the analysis of the ability of the teacher cycle 1 reached 95.45% and cycle 2 increased to 100%. there has been an increase of 4.55%. Competency improvement based on AKPK can improve supervisory competence of prospective school principals. The implementation of compiling RPP learning tools from home can improve student achievement.

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.

Problems, Challenges, Dynamics and Supervision Innovation on Nonformal Education In Indonesia

The dynamics of non-formal education supervision in Indonesia and other developing countries involve various institutions, stakeholders and policy changes that can affect its implementation. Innovations in non-formal education supervision, such as the use of technology, community involvement and participatory approaches, can help improve the effectiveness of non-formal education supervision. In its implementation, challenges and problems in non-formal education supervision include limited resources, the diversity of non-formal education institutions, changes in policies and regulations, and community understanding and concern that need to be overcome. Solutions to overcome the challenges of non-formal education supervision involve improving the competence of supervisors, optimizing existing resources, involving the community, adapting changes in policies and regulations, and cooperation between supervision agencies, non-formal education institutions, government and related stakeholders.

Implementation of the Duties and Functions of Supervisors of Islamic Religious Education at the Senior High School Level in Palembang City

Supervisors play an important role in assisting and guiding teachers towards improving the quality of learning. This study aims to analyze the implementation of the duties and functions of supervisors of Islamic Religious Education in conducting academic supervision and the obstacles. The research method used is descriptive qualitative. The informants of this study were 4 supervisors at the high school level. Data were obtained through interviews, documentation, and observation. Data were analyzed through data reduction, data presentation, and conclusion. The results of this study indicate that the implementation of supervisory duties and functions is by Minister of Religion Regulation No. 2 of 2012, but the results have not been maximized due to various obstacles, including 1) the number of assisted schools; 2) the number of PAI teachers trained; 3) teacher preparation is not optimal; 4) lack of competence of supervisors; 5) lack of facilities; and 6) lack of supervisory, professional competency development activities.

Investigating and determining the crucial construction site supervisory competencies influencing the effectiveness of building construction project activities

PurposeSources highlight that insufficient skills of site supervisors considerably influence the progress of many construction projects in numerous countries. This study intends to identify the crucial supervisory competencies that influence the effectiveness of building project operations in the context of developing countries.Design/methodology/approachThe crucial construction site supervisory competencies were qualitatively identified through a comprehensive literature survey and a series of expert interviews with the use of thematic analysis approaches. A questionnaire survey was then carried out among 154 building project firms to quantify the impacts of the competencies on the effectiveness of project tasks with the use of the relative importance index approach. Additionally, industry-consultative meetings were held using problem-focused communication strategies to scrutinise the necessary actions.FindingsOverall, 22 cognitive elements and 24 skills/abilities of supervisors were determined as being critical according to their impact values, where the site supervisors cognitive domains in construction planning and construction materials were determined as the top-ranking competencies in the list, with their manual skills/abilities in labour management and labour performance evaluation. Accordingly, a group of key competency outcomes were produced for the considerations in developing new site supervisory training components. Relevant statistical analysis results and the industry consultative outcomes substantiated the validity and dependability of the overall results.Research limitations/implicationsAlthough the study's focus was to site supervision procedures used in Sri Lankan building construction projects, the overall findings/outcomes might be put to the test in related situations in other emerging industries in other countries.Originality/valueThe study has constructed a base that shows how the significant site supervisory competencies influence the effectiveness of building construction operations, contributing to making a big difference in the methods of reskilling/upskilling in the industry associated with construction labour, supervision, efficiency management and productivity enhancement.

델파이조사방법을 통한 통합사례관리 슈퍼바이저 역량도출

The purpose of this study is to derive an expert consensus of the required competencies of case management supervisor in the public sector, which is emerging in social service in South Korea. In order to achieve the purpose of the study, the Delphi survey method was conducted three times with 21 panel of experts in the public sector case management. As results, supervisors of case management in the public sector are required to have supervisory competencies based on the case management expertise. In specific, supervisors of case management in public sector are required 5 knowledge competencies including the knowledge of supervision, 7 skill competencies including communication skill, and 11 attitude competencies including supportive and horizontal attitude towards supervisee. Based on the results, policy and practice implications on the development and maintenance of case management supervisors’ competencies in the public sector.