Supervisory Competence Research Articles

The Managerial and Supervisory Competency Levels of Public Elementary School Principals

The aim of this study was to assess the managerial and supervisory competency levels of public elementary school principals in Daerah Istimewa Yogyakarta Province. A questionnaire was used to collect data from 90 public elementary school principals. The data were analysed using a quantitatve approach. The results showed that the managerial competency level of these school principals was good. Continuing professional development (CPD) programs for principals are needed to further improve their competency levels. In addition, these CPD programs should focus on leadership rather than school management skills as the characteristics of the principal job have changed significantly.
 Keywords: school principals, principal managerial competency, principal supervisory competency

Family‐supportive supervisor behaviors (FSSB) and work‐family conflict: The role of stereotype content, supervisor gender, and gender role beliefs

Existing research consistently shows that informal workplace support, such as family‐supportive supervisor behaviors (FSSB), are more effective at reducing work–family conflict than formal organizational supports. The purpose of this study is to integrate propositions from the stereotype content model and social role theory to understand how family‐supportive supervision is related to social evaluations of supervisors (i.e., perceptions of supervisor warmth and competence) and identify boundary conditions (i.e., supervisor gender and employee gender role beliefs) to help researchers and practitioners understand how these relationships affect work–family conflict. We test our hypotheses using two studies, one an experimental vignette study and the other a two‐wave survey study of working individuals with family or caregiving responsibilities. Our results suggest that FSSB are importantly related to how employees socially evaluate their supervisors along the dimensions of warmth and competence; supervisor gender moderates the relationship between FSSB and perceived competence (but not warmth); employee gender role beliefs moderates both these relationship (but in a counterintuitive way for supervisor competence); and we find evidence that warmth and competence mediate the effects that FSSB have on work–family conflict. Implications for theory, future research, and practice are discussed.Practitioner points Supervisors and organizations should consider how employee perceptions of supervisor competence and warmth impact employee perceptions of family supportiveness. When enacting family supportive behavior, it is important for supervisors to demonstrate warmth, such as through nonverbal communication and body language. Family‐supportive supervisor behavior (FSSB) interventions should consider manipulating not only dimensions of FSSB, but also behaviors tied to perceptions of competence and warmth.

Difficulties and Dilemmas of Supervisors in Ukraine

The publication is devoted to identifying and detailing the problems that arise in the implementation of supervision in Ukraine. The relevance of the research topic is due to the increased demand for supervision in connection with the desire to conceptualize, institutionalize and regulate the organization of this type of activity as a component of psychological support for domestic psychologists and other specialists in the humanitarian profession, the promotion and development of a system of psychological support and support of these specialists, and is also associated with the growth demand for psychological and social assistance to clients during the COVID-19 pandemic. Based on theoretical analysis, personal experience, and the results of work with a focus group (supervisors working with psychologists and social workers - case managers, 10 people in total), the author's position on the professionally important competencies of supervisors is given, and characteristics of the main difficulties with which supervisors encounter when carrying out their activities, in particular, and in a remote mode of work. A classification of problematic issues and dilemmas that are inherent in supervisory practice in Ukraine at this stage is proposed. The following groups of problems were identified: 1) associated with the peculiarities of establishing professional interaction in supervision; 2) ethical dilemmas and personal difficulties; 3) organizational and administrative. Within the first group, there are considered the difficulties of expressing the authentic and mature position of the supervisor; trust forming in the relationship; views on the nature of power / subordination relations; compliance with professional limits; confidentiality; ensuring the multifunctionality of supervision, etc. The second group includes difficulties related to the mismatch of ideas about the purpose and results of supervision of the customer, the supervisant and the supervisor; with the peculiarities of the formation and course of role and / or internal conflicts; maintaining a balance between creativity and administration; general ethical dilemmas of representatives of anthropological professions, etc. Among the problems of the third group are the difficulties in confirming the status, relevant competence and qualifications of the supervisor, as well as the need to respond to the challenges of the COVID-19 pandemic regarding the organization of online supervision.

How Clinical Supervisors Conceptualize Procedural Entrustment: An Interview-Based Study of Entrustment Decision Making in Endoscopic Training.

Entrustment is central to assessment in competency-based medical education (CBME). To date, little research has addressed how clinical supervisors conceptualize entrustment, including factors they consider in making entrustment decisions. The aim of this study was to characterize supervisors' decision making related to procedural entrustment, using gastrointestinal endoscopy as a test case. Using methods from constructivist grounded theory, the authors interviewed 29 endoscopy supervisors in the United States and Canada across multiple specialties (adult and pediatric gastroenterology, surgery, and family medicine). Semistructured interviews, conducted between April and November 2019, focused on how supervisors conceptualize procedural entrustment, how they make entrustment decisions, and what factors they consider. Transcripts were analyzed using constant comparison to generate an explanatory framework and themes. Three themes were identified from the analysis of interview transcripts: (1) entrustment occurs in varying degrees and fluctuates over time; (2) entrustment decisions can transfer within and across procedural and nonprocedural contexts; (3a) persistent static factors (e.g., supervisor competence, institutional culture, legal considerations) influence entrustment decisions, as do (3b) fluctuating, situated dynamic factors (e.g., trainee skills, patient acuity, time constraints), which tend to change from one training encounter to the next. In the process of making procedural entrustment decisions, clinical supervisors appear to synthesize multiple dynamic factors against a background of static factors, culminating in a decision of whether to entrust. Entrustment decisions appear to fluctuate over time, and assessors may transfer decisions about specific trainees across settings. Understanding which factors supervisors perceive as influencing their decision making has the potential to inform faculty development, as well as competency committees seeking to aggregate faculty judgments about trainee unsupervised practice. Those leading CBME programs may wish to invest in optimizing the observed static factors, such that these foundational factors are tuned to facilitate trainee learning and achievement of entrustment.

Supervisor’s effect on clinical workers’ job satisfaction and turnover intentions

Healthcare supervisors who lack proper knowledge of the profession’s standards may inadvertently put patients’ safety at risk. Clinical workers’ job satisfaction and turnover intentions potentially affect the quality of care provided to patients. Contingency Theory, Transformational Theory and Situational Theory are appropriate to underpin this study because healthcare supervisor expertise can affect job satisfaction and turnover intentions of their employees. This causal comparative study examined the relationship between clinical workers’ perceived leadership expertise of their supervisor and the turnover intentions and job satisfaction of employees of healthcare organisations in Southern Louisiana. The study included research questions regarding the following: the relationship between the responses of supervisors and clinical workers on the Leadership Practices Inventory (LPI), the relationship between clinical workers’ job satisfaction, as measured by the Job in General scale, and their perceptions of their general healthcare supervisor’s expertise, and the relationship between clinical workers’ turnover intentions, as measured by the turnover intention scale of the Michigan Organizational Assessment, and their perceptions of their general healthcare supervisor’s expertise. Utilising the analysis of variance, no statistically significant relationship was identified among the variables. The primary findings of the study, however, revealed a strong association between a supervisor’s expertise and the leadership practices of modelling the way and encouraging the heart on LPI. Although the findings were not aligned with those of previous studies, the results are valuable to healthcare leaders seeking to examine the relationship of healthcare supervisor competencies and workforce shortages.

Peningkatan Kompetensi Dosen Pembimbing Klinis Dalam Menyusun Soal OSCE (Objective Structered Clinical Examination)

This community service is taken in training form. Training is given to clinical supervisors with the aim of increasing the competence of clinical supervisors for evaluating achivement of clerkship in clinical learning process. The training used a four steps method, i.e: namely: determining the level of competence, compiling disease case scenarios, entering disease case scenarios into the OSCE template, completing information related to OSCE and assessment rubric. Using this method, clinical supervisors are proven to be better at composing OSCE questions. The results of this training, there is 7 OSCE questions had made from 7 departments. A review of these questions resulted in two questions that did not match between the level of assessment with the level of competence; one question that has excess time allocation and 2 questions that have less time allocation. In the future, the preparation of OSCE questions must be carried out routinely by clinical supervisors, so that clinical supervisors are used to preparing OSCE questions. The questions collected need to be revised so that they can be used in the OSCE exam.

Competencies of Educational Supervisors as a Support System to Improve Student Well-being Based Educational Program

Introduction:The well-being of students has become one of the main concerns in the Indonesian educational system nowadays. In order to apply such kind of concept in an educational program at schools, the role of an educational supervisor is critical as the supervisor performs as a facilitator as well as a controller of the program.Methods:This study investigates the competencies required by educational supervisors, especially concerning the government’s efforts to apply the concept of students’ well-being in an educational program. Since the program focuses on a particular concept, certain competencies may be needed differently from the existing educational policy. FGDs and in-depth interviews were used to analyze the influence of in-group interaction of participants in answering some questions during the discussion. These interviews were conducted with 24 educational supervisors from several cities in West Java. Thematic analysis was used to analyze the data.Results:The study identified advanced thinking, working attitudes, social skills, and managerial abilities as four main competencies, followed by 11 sub-categories that are considered important for educational supervisors to be acquired in order to support the students' well-being program.The results also highlighted that out of these four competencies, social skills are perceived as the most primary competency needed for educational supervisors, as they are agents who have to perform plentiful interactions with many parties for the implementation of the program.Conclusion:The primary competence needed for educational supervisors is social skills.

Leadership Style and Principal Supervision in Improving Teacher Performance at State High Schools in Kutai Kartanegara Regency, East Kalimantan Province, Indonesia

This study examines the leadership style and supervision of principals in improving teacher performance in several public high schools in Kutai Kartanegara Regency, East Kalimantan Province. This study uses a qualitative approach with a cross-sectional descriptive method. Observation and interview techniques were used to obtain data. The collected data were analyzed in the form of data reduction, data presentation, and conclusion drawing, as well as checking the validity of the data using observation and triangulation. The results of this study indicate that the principals' leadership style in improving teacher performance is a leadership style democratic and authoritarian. Authoritarian style is done through observation timeliness of attendance of teachers in schools and teaching time in the classroom. The democratic style is carried out by providing opportunities for teachers to attend training according to the needs of the school and the needs of teachers. The Teaching supervision program principal's oriented towards the guidance of teachers' tasks, such as preparing teaching programs and preparing learning tools. Obstacles in the supervision of principals are the low competence of most supervisors, activities outside the supervision schedule, and difficulty changing old habits.

Supporting conscious competency: Validation of the Generic Supervision Assessment Tool (GSAT).

Clinical supervision is essential for ensuring effective service delivery. International imperatives to demonstrate professional competence has increased attention on the role of supervision in enhancing client outcomes. Although supervisor competency tools are recognised as important components in effective supervision, there remains a shortage of tools that are evidenced-based, applicable across workforces and freely accessible. An expert multidisciplinary group developed the Generic Supervision Assessment Tool (GSAT) to assess supervisor competencies across a range of professions. Initially the GSAT consisted of 32 items responded to by either a supervisor (GSAT-SR) or supervisee (GSAT-SE). The current study, using surveys, employed a cross-sectional design to test the reliability and construct validity of the GSAT. The study consisted of two phases and included 12 professional groups across Australasia. In 2018, exploratory factor analysis (EFA) was undertaken with survey data from 479 supervisors and 447 supervisees. In 2019 survey data from 182 supervisors and 186 supervisees were used to conduct confirmatory factor analysis (CFA). The results were used to refine and validate the GSAT. The final GSAT-SR has four factors with 26 competency items. The final GSAT-SE has two factors with 21 competency items. The EFA and CFA confirmed that the GSAT-SR and the GSAT-SE are psychometrically valid tools that supervisors and supervisees can utilise to assess competencies. As a non-discipline specific supervision tool, the GSAT is a validated, freely available tool for benchmarking the competencies of clinical supervisors across professions, potentially optimising supervisory evaluation processes and strengthening supervision effectiveness. Supervisor competency tools are recognised as important components of safe and effective supervision provision yet there is a dearth of valid, reliable and effective measures. The Generic Supervision Assessment Tool (GSAT-SR and GSAT-SE) are unique psychometrically valid, and reliable measures of supervisor competence. The GSAT-SR and the GSAT-SE can enhance translation of evidence-based supervision competency skills into regular practice. Validated with a broad cross section of professionals in diverse practice settings the GSAT provides a comprehensive conceptualization of supervisor competence.

MOTIVATIONAL AND SUPERVISORY COMPETENCIES OF SECONDARY SCHOOL ADMINISTRATORS IN THE NEW NORMAL EDUCATION

The purpose of the study was to assess the motivational and supervisory competencies of secondary school administrators in the new normal education within the New Bataan District. It explored a quantitative descriptive survey method that discovered the level of motivational competencies of secondary school administrators as perceived by themselves and teachers in terms of appreciation, feedbacking, human relations, and human drive in new normal education. Determined the level of supervisory competencies of secondary school administrators as perceived by themselves and teachers in leadership, team building, professional growth, and planning. The study found out that the administrators and teachers differ significantly in their perception of the motivational and supervisory competence of the school administrators. The administrators and teachers did not vary in their perceptions of motivational and supervisory competence when analyzed according to educational qualification attainment, gender, and length of service. Furthermore, school administrators and teachers were committed to their work. The motivational qualities and managerial effectiveness lie in the leader’s commitment and high sense of responsibility, especially this time of the pandemic. Towards the end of the study, school administrators need to apply measures to demonstrate a positive attitude of protection and care towards their teachers, to adapt to new work schedules, and build effective team relationships despite the challenges. As a result, school administrators evaluated their leadership competencies more positively even this time of the pandemic. Several suggestions were proposed for improving school administrators’ leadership competencies. KEYWORDS- Motivational competencies, supervisory competencies, new normal education, and descriptive-survey method

Strengthening supportive supervision: A case study of the Expanded Programme on Immunization in Sindh, Pakistan.

BackgroundSindh, one of the provinces of Pakistan, has been showing a consistently low coverage of immunization. Evidence supports the independent role of supportive supervision in improving the performance of immunization services. However, there is a dearth of evidence regarding the implementation of supportive supervision by the Expanded Programme on Immunization (EPI) Sindh and factors affecting its implementation in the local context.MethodsAn exploratory case study was conducted in two districts of the province, Sindh ie, Hyderabad and Thatta. In total, 11 key informant interviews (KII) and 5 focus group discussions (FGDs) were conducted to obtain perspectives of various stakeholders of EPI, who play different roles in implementation of supportive supervision. Observations of EPI Checklist and review of current EPI policy and Module-4 of ‘Mid-Level Manager training’ by World Health Organization (WHO) for supportive supervision was also conducted.ResultsThis study reveals a lack of clarity regarding the potential role of supportive supervision amongst the stakeholders. Lack of human resources, limited competencies of supervisors, lack of specific training of concerned personnel and feedback mechanisms are major bottlenecks affecting the implementation of supportive supervision by EPI Sindh.ConclusionsThe study concludes that supportive supervision is severely affected by challenges such as a lack of comprehensive EPI policy, unavailability of selection criteria for supervisors, training guidelines and proper logistic support to supervisors. There is a lack of training, motivation, and accountability amongst EPI personnel.

Kepemimpinan Kepala Sekolah dalam Pengelolaan Ekstrakurikuler di MI Nahdatul Ulama Sumber Agung

Extracuricular is needed by the education unit as a forum to develop the interests and talents of learners. The purpose of this study is how the role of the principal's leadership in the sustainability of extracurricular management at MI Nahdatul Ulama Sumber Agung. The research methods used in this study are qualitative, data sources through interviews, observations, and documentation. The results of this study are 1) The process of managing the cocurricular by the principal at MI Nahdatul Ulama Sumber Agung is carried out from the formulation, formulation, utilization, to the stage of evaluation and control of activities. 2) The obstacles faced in the extracurricular management of MI Nahdatul Ulama Sumber Agung are the difficulty of getting competent supervisors according to the field, sometimes difficulty to get infrastructure, and also obstacles in motivating learners to continue to be excited to follow the activities. 3) The result of the principal's leadership in managing extracurriculars at MI Nahdatul Ulama Sumber Agung is the interest and talent of students can be included in the race.

Kepemimpinan Kepala Sekolah dalam Pengelolaan Ekstrakurikuler di MI Nahdatul Ulama Sumber Agung

Extracuricular is needed by the education unit as a forum to develop the interests and talents of learners. The purpose of this study is how the role of the principal's leadership in the sustainability of extracurricular management at MI Nahdatul Ulama Sumber Agung. The research methods used in this study are qualitative, data sources through interviews, observations, and documentation. The results of this study are 1) The process of managing the cocurricular by the principal at MI Nahdatul Ulama Sumber Agung is carried out from the formulation, formulation, utilization, to the stage of evaluation and control of activities. 2) The obstacles faced in the extracurricular management of MI Nahdatul Ulama Sumber Agung are the difficulty of getting competent supervisors according to the field, sometimes difficulty to get infrastructure, and also obstacles in motivating learners to continue to be excited to follow the activities. 3) The result of the principal's leadership in managing extracurriculars at MI Nahdatul Ulama Sumber Agung is the interest and talent of students can be included in the race.

Государственный контроль и надзор в области экономики в условиях ее интеграции

In the field of economic relations in the context of economic integration. Recognizing the impact of integration processes on legal development, the author states the transformation of legal regulation and supervision in the field of the single economy of the Eurasian Economic Union. The conclusion is made about the gradual formation of a single Eurasian control and supervisory space. Uneven development of control and supervisory phenomena in relation to the principle of regulation; national and supranational competence in the field of control and supervision; combination of expanding supranational legal regulation with national traditions of control and supervisory activities; control and supervisory authorities and their control and supervisory competence; the influence of emerging transnational markets on the regulation of their functioning.

KOMPETENSI GURU PEMBINA DALAM MEMBERIKAN PELATIHAN DAN PEMBIMBINGAN SISWA KSN

The National Science Competition (KSN) is one of the competition events programmed by the government every year to measure the quality of education of students from SD (Elementary School), SMP(Junior high School), and SMA(Senior High School) in the fields of science, technology and mathematics, which is implemented at the level of each region / city, province , national and international. The purpose of this activity is to determine the extent to which the supervisor's competence (Pedagogic and Professional Competence) has in conducting training and mentoring for students’KSN at SMA Kristen Rantepao, and also to find out the obstacles encountered by students during training and mentoring. From the results of the OSN / KSN competition which was participated in by SMA Kristen Rantepao in the last 5 years with unsatisfactory results. Analysis of activities using qualitative data methods obtained direct observation through filling in the Google Form to 10 supervisor teachers and some students who have taken OSN / KSN. Obtained the main cause is the competence of mentor teachers, both Pedagogic competence and Professional Competence, do not meet the qualifications / quality is still low. Schools are obliged to conduct training and mentoring for supervisory teachers and KSN students in an effort to increase academic achievement and be able to compete at the district, provincial and national levels.

Just Let Me Do My Job!

This study seeks to broaden our understanding of the popular, yet under-researched, concept of micromanagement in the IT workforce by exploring IT professionals' trust in the competence of their supervisor as an antecedent to their perceptions of being micromanaged. The study also explores whether felt responsibility is the mechanism via which micromanagement negatively affects IT professionals' job satisfaction and organizational commitment, both proximal factors of turnover. These relationships are explored under the aegis of the Management Control Systems models, leader-member exchange theory, and the job characteristics model. Results indicate that trust in supervisor competence is a significant antecedent to IT professionals' perceptions of being micromanaged and that felt responsibility fully mediates the relationship between micromanagement and organizational commitment. The findings underscore the importance of building IT professionals' trust in their supervisor's competence and suggest that organizations proactively provide early intervention to negate the potential adverse impact on organizational outcomes.

The Influence of Individual Characteristics, Organizational Factors and Job Satisfaction on Nurse Performance

Hospitals have professional human resources in various service fields. One of them is a nurse. This study aims to determine the effect of individual characteristics, organizational factors, and job satisfaction on the performance of nurses. This type of research is analytical survey by design (cross sectional). The research sample consisted of 165 nurses with accidental sampling method. This study uses a questionnaire on organizational factors, job satisfaction, and performance. The study was conducted from November to December 2019 at Bunda Thamrin General Hospital. Bivariate data analysis using Chi-square (X2) statistical test and multivariate using logistic regression. The results showed that there was an effect (p<0.05) years of service (p=0.02; RR=0.30), supervision (p=0.00; RR=3.83), rewards (p=0, 00; RR = 5.20), and job satisfaction (p = 0.00; RR = 8.00) on the performance of nurses. Supervision has an effect of four times (OR=3.76) and job satisfaction has an effect of 10 times (OR=10.36) on the performance of nurses. There was no effect (p>0,05) gender (p=0,55; RR=0,38), age (p=0,29; RR=0,52), education level (p=0,32; RR=1,72), career path (p=0,08; RR=0,41), and marital status (p=0,74; RR=0,73) on nurse performance. Job satisfaction and supervision are variables that have the greatest influence on the performance of nurses. So it is important for institutions to improve the quality of supervision (increase supervisory competence, determine materials and supervision schedules) and increase job satisfaction (considering motivational and hygiene factors). In addition, it provides appropriate rewards and maintains the nurse's tenure, so that it can improve nurse performance

CONTRIBUTION AND EFFECTIVENESS OF ACADEMIC SUPERVISION OF MADRASAH SUPERVISORS ON EDUCATION

Madrasah supervisors have a strategic role in the quality of education in Indonesia, so the contribution of school supervisors will have a significant effect on improving teacher performance, which will impact the implementation of learning in schools. This study aimed to determine the contribution and effectiveness of the academic supervision of madrasah supervisors on the quality of education and the factors that influence the contribution of madrasah supervisors to education. The research method used is literature study, using 2 data sources in the form of scientific journals and theses, searching for articles using the help of the Harzing's Publish or Perish application. The results showed that madrasah supervisors made a positive contribution to education in the form of mentoring teachers that would improve teacher performance. Factors affecting the contribution of school supervisors are the age and competence of madrasah supervisors. Academic supervision is effective if it is accompanied by good preparation by the madrasah supervisor, if the preparation is not maximal then academic supervision will be less effective. In the future, there needs to be a special education school for prospective school supervisors, so that competent school supervisors will be created.

The Effectiveness of Internet-Based Supervision on The Covid 19 Pandemic Situation

The background of this research starts from the current state and situation in the world. The coronavirus epidemic (Covid-19) was determined as a public health emergency that is troubling the world and the virus has now spread to various countries. Today's children and youth are global citizens, powerful drivers of change and members of future generations. Every crisis that occurs is an opportunity to help them learn, the most important is the protection of children and educational facilities. The impact of this situation has had a profound influence on the world of education. In the field of education, applying technology as an online educational tool that can be accessed by students. The progress and role of technology has been so prominent that the use of media and supervision has begun to be adjusted to progress. In the field of education supervision there are still obstacles and this can be overcome by utilizing an online-based supervision program. This research is a descriptive qualitative research with data collection techniques in the form of observation, documentation and interviews. This research was conducted at MAN 1 Musi Banyuasin. The results of this study indicate the supervisory competence of madrasah principals in monitoring the implementation of online learning in a covid-19 pandemic situation.

POSTGRADUATE SUPERVISION PRACTICES IN EDUCATION RESEARCH AND THE CREATION OF OPPORTUNITIES FOR KNOWLEDGE SHARING

Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master’s and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors. Keywords: communicative spaces, higher degrees research, knowledge sharing, postgraduate education, postgraduate research supervision, research supervision styles, supervision models