Supervisory Practices Research Articles

Online Instructional Supervision in an Advanced Higher Education

The continuity of learning in graduate and post-graduate education was ensured through online instructional supervision during the COVID-19 pandemic. This initiative aligns with the fourth Sustainable Development Goal (SDG 4), emphasizing the preservation of quality education amidst unprecedented challenges. The pandemic-induced shift to online learning environments underscored the critical need for robust supervisory practices that promote equitable and inclusive education for all students in the graduate studies. Employing a phenomenological approach, this study explored the experiences of 15 internal stakeholders involved in online instructional delivery at a state-funded university. The thematic analysis yielded five key insights: the lived experiences of internal stakeholders during the pandemic, transformative shifts in work and learning dynamics, perceptions of the internal stakeholders on online supervision, strategies for effective online supervision, and the opportunities and challenges inherent in this modality. Despite inherent limitations, online instructional supervision in advanced higher education during the pandemic proved to be both complex and transformative. The study recommends ongoing investment in human capital and technological infrastructure by educational institutions to secure sustainable educational outcomes for graduate and post-graduate students in the long term.

A Students' Perceptions Group 20 About Competence Lecturer Of Experience Practice (PPL) In PAUD & RA Tunas Qurrata A'yun Garon Village, Balerejo District, Madiun Regency

Perceptions of PIAUD Group 20 Students regarding the Competence of Practice Supervisors (PPL) in PAUD and RA Tunas Qurrata 'Ayun in Garon Village, Balerejo District, Madiun Regency. The DPL's ability assessment in accompanying PPL students is expected to be a valid enough reference to determine the level of competency ability possessed by the DPL. The researcher chose this type of research as field research because research on the Perceptions of Group 20 PIAUD Students regarding the competence of PPL field supervisors is not only sufficient with theoretical studies, but requires direct research on those being researched, which is known as observation and uses a systematic approach which is called qualitative. . Based on the findings of research conducted at RA Tunas Qurrata A'yun, Garon Village, Balerejo District, Madiun Regency, it can be concluded that the pedagogical competence of DPL PPL group 20 is good, in accordance with what is stated in law number 14 of 2005 concerning Teachers and Lecturers.

Influence of Principals’ Supervisory Practices on Teachers’ Effectiveness in Public Secondary Schools in Meru Central Sub-County Meru County, Kenya

Influence of Principals’ Supervisory Practices on Teachers’ Effectiveness in Public Secondary Schools in Meru Central Sub-County Meru County, Kenya

An evaluation of practice supervisor training for final-year healthcare students.

Practice supervisors are fundamental in the development and upskilling of the future workforce in health care. This article outlines a new initiative for one higher education institution, which integrated practice supervisor training into the curriculum for third-year students across several healthcare programmes. The training consisted of two pre-recorded sessions, which were delivered by the students' personal tutors. A final face-to-face session was then facilitated, where students were supported to consolidate their learning and build on their knowledge. Evaluation data were collected via an anonymous questionnaire. In total, 352 questionnaires were returned. Data were managed and analysed using descriptive statistics within Excel. The qualitative comments received were collated and analysed using simple thematic framework analysis. Most attendees found the content and the delivery of the programme and their opportunity for discussions to be good, very good or excellent, showing overall that content was positively evaluated by 98.4% of attendees, delivery at 97.4% and opportunity for discussion at 97.9%. The evaluation data results show that practice supervisor preparation can be effectively delivered when located in the final year for undergraduate healthcare students. The importance of the content being interactive and allowing for plenty of opportunities for group discussions has been highlighted by the feedback.

Understanding supervisory practice and development in the pre-HDR space: an ethogenic approach

ABSTRACT This article addresses the lack of support for new supervisors in the pre-Higher Degree Research space, including undergraduate honours and postgraduate capstone projects. The research provides an inter-faculty perspective on the needs of pre-HDR students and supervisors, informing an online professional learning resource to address the problem. Concepts from ethogenic social psychology were used to theorise supervision as a complex practice involving two analytically distinct domains of human behaviour: the expressive and practical domains. Semi-structured focus group interviews with alumni and supervisors from Education, Arts-Humanities, and Health Sciences provided data for a needs analysis and to stimulate deliberation amongst the research team, which included course coordinators and supervisors across the different faculties and a representative from the university’s teaching and learning centre. The findings illustrate expressive and practical aspects of supervision and elaborate salient themes for the development of pre-HDR supervisory practice through inquiry. The article advances theory by supporting a view of supervision as a process of supervisor, student, and supervisory practice co-development. The results will be of interest to supervisors, honours and masters course coordinators and providers of professional development for academics.

STRENGTHENING THE REGULATORY CONCEPT OF NOTARY SUPERVISION BY THE FINANCIAL SERVICES AUTHORITY IN INDONESIA'S CAPITAL MARKET ACTIVITIES

This study examines the supervision of notaries by the Financial Services Authority in Indonesia's capital market, its implementation, and proposes alternative solutions to strengthen the concept. It provides a comprehensive examination of current supervisory practices, highlighting the effectiveness and challenges of regulatory supervision. The research also proposes alternatives to strengthening the supervisory framework, potentially influencing policy improvements and enhancing governance and integrity of notarial practices.

Articulating the supervisory functions of university supervisors in vocational education and training teaching internship

This article examines supervisory practices in vocational education and training teaching internships within a blended-learning system. Using a multiple-case study of five triads made up of a university supervisor, a cooperative teacher from the workplace and a student teacher, practices were analysed through the lens of supervisory functions: support, mediation between theory and practice, collaboration, evaluation and internship management. Findings show that support and evaluation practices are dominant within triads. The management function is characterized by practices surrounding the selection and use of digital tools to supervise student teachers in a blended-learning system. The collaboration function appears to be inconsistent from one triad to another, while the mediation between theory and practice function plays a limited role in the practices of all supervisors, despite being identified as one of their main responsibilities.

INTER-COLLABORATIVE NURSING SUPERVISION PROCESS BETWEEN HOSPITAL ORGANIZATIONAL MANAGEMENT MODELS AND ACADEMIA: A QUALITATIVE APPROACH

Introduction: Organizational management models influence supervisory activity in nursing. Collaborative practice between students and health professionals in the provision of person- and family-centred care allows them to evolve in the process of autonomy and knowledge transfer. However, this does not guarantee the acquisition of supervisory practices and inter-organisational interaction between the hospital and the academy, which are necessary for carrying out safe and qualified clinical procedures. However, this does not guarantee efficient acquisition of supervisory practices and inter-organizational interaction between hospital and academia, which are necessary to provide safe and effective clinical procedures. Objectives: The aim is to understand the possible dimensions of inter-organisational collaborative practice (academic and hospital), identifying its possible processes and results capable of guaranteeing the safety and quality of clinical procedures. Methods: This study emerges from a first mixed research intervention with N=50 nurse supervisors, non-randomized, using the snowball technique. We will, nevertheless, focus on its qualitative, exploratory, and descriptive approach, using the Focus Group technique in which seven nurse supervisors took part. By using Bardin's assumptions, we conducted the content analysis of the participants' speech. Results: The content analysis allowed us to recognise the Processes of Inter-Collaborative Supervision in Nursing as the main dimension of analysis. The results identify, on the one hand, potential threats, highlighted by the time dedicated to supervision and access to information in the hospital context and, on the other hand, opportunities for articulation, highlighted by the importance of involving the various actors in each context, both in planning training programmes and in using supervisory strategies. Conclusion: This study explores the collaborative processes of nursing supervision between academia and hospitals, highlighting common elements of care and education. It reveals the influence of both bureaucratic and anarchic models in shaping these relationships. The findings underscore the importance of inter-organizational coordination, which plays a critical role in effective health promotion practices.

Exploration of student nurse experiences of being mentored by practice supervisors/assessors in placement settings.

The Nursing and Midwifery Council changed its standards in 2018 regarding student learning and assessment on placements. Previously, students were allocated a mentor with whom they spent at least 40% of their time and who also assessed them; the new standards brought in the separate roles of practice supervisor and a practice assessor and abolished the 40% minimum, with the student being supported by a wider range of practitioners. While extensive literature examines the experiences of qualified staff supporting students, there is little evidence on the student experience. A qualitative approach using semi-structured interviews with student nurses from two universities in the south of England was used to explore their experiences. The students reported benefits of being supported by the wider healthcare team, said being taught and assessed by different people was beneficial and that they felt better prepared for assessments.

Exploring influences of supervision on psychotherapists’ professional development: correlates across career-level cohorts

ABSTRACT This exploratory study aims to extend and strengthen the empirical base for supervision as a facilitator of professional growth, as outlined in an established conceptual model, by exploring its correlates among psychotherapists across their entire professional career. Ratings of the impact of supervision by 6267 psychotherapists of different professions, theoretical orientations, and career levels in many countries who were currently in supervision were correlated, separately for each of five career cohorts, with aspects of their treatment experience, work situation, and personal characteristics. Large percentages of psychotherapists at all career levels, including senior psychotherapists, engaged in supervision and rated its impact on their development positively. Growth-facilitating supervision was associated broadly but moderately in all career cohorts mainly with interpersonal aspects of therapists’ treatment experience, with supportive work settings, and with caring and expressive personal characteristics. Some differential findings among cohorts also reflected potential developmentally based functions of supervision. The implications of results were considered both for supervisory practice, training and for future supervision research.

Enhancing supervisory practice in Positive and Transcultural Psychotherapy through Artificial Intelligence.

Enhancing supervisory practice in Positive and Transcultural Psychotherapy through Artificial Intelligence.

Pengaruh Pelatihan Preceptor Mentor terhadap Kepuasan Mahasiswa dalam Bimbingan Praktik Klinis

Clinical practice learning is a learning activity held in practice settings such as hospitals, clinics, health centers and communities. Phenomenological studies state that the duties and responsibilities as a preceptor cannot be carried out optimally. Surveying student perceptions regarding the role of preceptors in practice areas, 12% stated that preceptors were less cooperative, less friendly, and less guiding; 11.3% stated that preceptors were busy with other tasks, and 15.3% stated that preceptors were busy with patients. The aim of the research was to determine the effect of preceptor mentor training on student satisfaction at the Padang DII Midwifery Study Program, Padang Ministry of Health Polytechnic. This research is quantitative research with a cross-sectional approach. The research population was clinical practice supervisors in hospitals, community health centers, and midwives' independent practice in West Sumatra. The sampling technique used total sampling with a total of 80 respondents. The research instrument is a questionnaire. The research results showed that out of a total of 80 respondents, 47 respondents (58.75%) had participated in preceptor mentor training and 38.75% of them had received student satisfaction ratings in the high category in guiding students. Conclusion : The Chi-square test result is 0.000, preceptor mentor training has an influence on student satisfaction at the DIII Midwifery Study Program, Padang Health Polytechnic, Ministry of Health, Padang in guiding clinical practice in the practice area. Recommended that the institution to collaborate with the hospital so that preceptorship training can be carried out jointly and complement each other between clinical and academic supervisors.

Ten Years of the Single Supervisory Mechanism: Looking into the Past, Navigating into the Future

ABSTRACT In November 2024 European banking supervision will have been operational for 10 years. The Single Supervisory Mechanism (SSM) has evolved from a start-up to a mature, well-established, and respected supervisor. Harmonized and transparent supervisory practices have been implemented, whilst the European banking sector has proved to be resilient. Nevertheless, whilst acknowledging the progress that has been made, Europe should not rest on its laurels. As the global financial landscape is continuously evolving, the European framework must also evolve. Growing geopolitical tensions, the rise of FinTech and BigTech companies, the ongoing digital transformation, and climate change not only impact banks but also add more complexity to the work of supervisors. This is due to unexpected and difficult-to-model events, the creation of new business models, products, and services, as well as the emergence of cultural, behavioural, and ethical considerations that should be taken into account. To address these challenges, supervisors should enhance their competencies, approaches, and tools to stay ahead of evolving market dynamics and to remain aligned with the rapid evolution of technology and the risks that climate change poses. Equally important, ensuring thorough and efficient supervision requires fostering and strengthening collaboration and information sharing between all relevant authorities.

Heads of School and Teaching Commitment in Public Secondary Schools in Kagera Region, Tanzania

Teaching commitment plays a pivotal role in the success of any education system. In vein, leadership behaviours by heads of schools is instrumental in shaping the teaching commitment. This study aims to examine the relationship between supervisory practices of heads of schools (HoS Practices) and teachers’ commitment within public secondary schools in Kagera Region, Tanzania. The study was grounded from transformational leadership theory. The study used positivism research paradigm and cross-sectional research design. The results has consistently demonstrated a strong connection between instructional leadership and teachers’ commitment. In the context of Kagera Region, which has witnessed a decline in various aspects of education and human development, resulting in increased poverty, this quantitative case study was conducted to investigate the relationship between the HoS Practices and teachers’ commitment. The data were collected through questionnaires from a sample of 240 teachers working across 80 public secondary schools in Kagera Region. Statistical regression analysis and descriptive statistics were used. Primarily, it was found that only about 52.5% of the variance in teacher commitment can be explained by the HoS Practices. This finding raises important questions regarding teacher efficacy and leadership efficacy within Kagera Region's public secondary schools. This research contributes to the existing literature by shedding light on the critical role of heads of schools in enhancing teachers’ devotion to teaching activities. The results underline the need for targeted interventions aimed at improving instructional leadership practices to boost teacher commitment, finally improving the overall quality of education in Kagera Region.

Effectiveness of Teacher Supervision Practices in the Implementation of the Early Years Education Program

Early Years Education (EYE) is the crucial stage in the child’s physical, social, emotional, and intellectual development. This study, therefore, sought to evaluate the effectiveness of teacher supervision practices in the implementation of the EYE program in the Khwisero Sub-county. The study which targeted key education stakeholders in EYE adopted a cross-sectional survey research design. Stratified random sampling and purposive sampling were used to select 10 schools, 10 head teachers, 10 teachers in charge, 1 program officer, 4 ward representatives and 50 assistant teachers. The questionnaire, interview guide and document analysis guide were used for data collection. Frequency of supervision is key to the effectiveness of teacher supervision practices because it affects the adequacy of teaching resources, the development of necessary learning skills, and effective time management. From the findings, it was noted that there are various areas of teacher supervision, which are not adequately addressed as indicated by some respondents, including teaching and learning resources, time management and teacher professional records. By implementing effective supervisory practices, schools can create an environment that supports high-quality education and fosters continuous improvement in learning outcomes. Preparedness ensures that teachers have the necessary skills, resources, and time management capabilities, hence directly influencing the adequacy of teaching resources, learning skills, and time management. Generally, respondents thought that supervisory practices in place were effective, though the degree or intensity of effectiveness varied. Therefore, the study recommended that Early Childhood Development and Education (ECDE) stakeholders support the supervision initiatives in place for effective curriculum implementation of the EYE program.

RELEVANCE OF INFORMATIVE MANAGEMENT AND TEACHING METHODS IN TEACHING GRADE SIX: A QUALITATIVE APPROACH

The main purpose of this study was to discover the relevance of informative management and teaching methods used by teachers who are currently teaching in elementary schools. This study will focus on the commitment of the teachers to teaching students and how they boost perseverance in achieving their goals. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers’ professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers’ lack of commitment to their job. Nowadays, parents and guardians of students are becoming more curious about the kind of education given to their children and wards. Quite often, they show their concern by demanding that the school should teach better than in the past. KEYWORDS: Relevance, informative, management, teaching methods, grade 6, qualitative, approach

Modern Leadership and Work Balance: Academic Supervision of Higher Education Performance

This study aims to determine the impact of transformational leadership, organizational culture, and work-life balance on the performance of lecturers and teaching staff, as regulated by academic supervision. Using an associative approach, the research sampled one hundred lecturers and utilized questionnaires and observations as research instruments. The findings reveal that academic supervision does not moderate the effect of transformational leadership on performance. However, it can moderate the effect of organizational culture on performance, while it does not moderate the effect of work-life balance on performance. This indicates that academic supervision does not entirely attenuate the impacts of transformational leadership, work-life balance, and organizational culture on the performance of lecturers at various tertiary institutions within LLDIKTI III. The implications of these findings are significant for the management and administration of tertiary institutions. Institutions should recognize that while academic supervision is a valuable tool for enhancing performance, its effectiveness is contingent upon the broader organizational context. Tailoring academic supervision practices to align with the specific cultural dynamics of the institution can maximize its positive impact on performance. Moreover, ensuring that lecturers maintain a healthy work-life balance is crucial for sustaining high performance, independent of supervisory practices.

Leveraging Classroom Observation Tools (COT) for an enhanced instructional supervisory practice

Leveraging Classroom Observation Tools (COT) for an enhanced instructional supervisory practice

Bank fundamental dynamics: the role of optimal bank management

Purpose This study aims to investigate the dynamic relationships between profitability, credit risk, liquidity risk and capital in Indonesian banking industry. Design/methodology/approach The authors use a panel vector autoregression model that incorporates macroeconomic variables: growth, interest rate, foreign exchange. The analysis is based on a monthly panel data set of 88 banks spanning from January 2012 to September 2021, which comprises 10,296 bank-month observations. Findings Our key findings highlight (i) permanent credit cost and liquidity cost pass through practices, (ii) complementary function of liquidity and capital, (iii) earning management motivated asset write off and (iv) credit risk-liquidity risk neutrality. In addition, the authors observe that the banks demonstrated resilience to macroeconomic shocks. Research limitations/implications Our study have shown some interesting dynamic patterns of fundamentals; nevertheless, unified theoretical underpinning of the process is still unavailable. This should be an important future reasearch avenue. Practical implications The study brings significant implications for regulatory and supervisory practices aimed at enhancing the financial stability of banks. Originality/value We conduct estimation of Indonesian banks system in dynamic perspective and perform impulses responses.

A higher education institution's response to the NMC Standards for Student Supervision and Assessment

This case study discusses how a higher education institution (HEI) responded to the Nursing and Midwfery Council's implementation of the Standards for Student Supervision and Assessment to support practice partners with their role in teaching and assessing students in clinical placements. In 2023, after consultation with key stakeholders, the HEI designed and implemented a new level 7 module aimed at enhancing clinicians' knowledge of teaching and assessing students in their practice-based learning environments. The module was designed to support clinicians working in a practice supervisor or practice assessor role in specialist community public health nursing, as there is recognition that this role requires advanced skills in decision-making and professional autonomy. The module has now completed its first year of delivery, with four separate cohorts having completed the taught sessions and the summative assessment. The cohorts have been a mix of health visitors, district nurses and school nurses from nationwide seconding NHS Trusts.