Educational Supervision Research Articles

Educational Supervision in Improving the Quality of Learning: Islamic Education Perspective

Abstract: Educational supervision in improving the quality of learning. Supervision plays a very important role in improving the quality of education. Educational supervision plays a role in facilitating and helping school principals and teachers to optimally develop their potential. Supervision or supervisors have a strategic role in providing services to teachers who have difficulties or have experienced a decrease in their competence. Therefore, supervision development to be able to carry out academic and managerial supervisory duties absolutely must have supervisor competence. This study aims to find out how the role of supervisors or educational supervision in improving the quality of education. This type of research is research with a qualitative approach namely by using a literature study carried out by finding theoretical references from journals, books and so on that are by the cases obtained. Teaching supervision is a professional job, which demands requirements as befits any other professional job. The task of a supervisor is to assist, encourage, and provide confidence to teachers that the teaching and learning process can and should be improved.Abstrak: Supervisi sangat berperan dalam meningkatkan mutu pendidikan. Supervisi pendidikan berperan memberi kemudahan dan membantu kepala sekolah dan guru mengembangkan potensi secara optimal. Supervisi atau supervisor memiliki peran strategis dalam memberikan layanan terhadap guru yang mendapatkan kesulitan atau terjadi penurunan dalam kompetensinya. Oleh sebab itu pembinaan supervisi agar Dapat melaksanakan tugas kepengawasan akademik dan manajerial mutlak harus memiliki kompetensi supervisor. Penelitian ini bertujuan untuk mengetahui bagaimana peran supervisor atau supervisi pendidikan dalam meningkatkan mutu pendidikan. Jenis penelitian ini ialah penelitian dengan pendekatan kualitatif yaitu dengan menggunakan studi literatur yang dilakukan dengan menemukan referensi teori dari jurnal, buku dan lain sebagainya yang sesuai dengan kasus yang diperoleh. Supervisi pengajaran merupakan pekerjaan professional, yang menuntut persyaratan sebagaimana layaknya pekerjaan professional yang lain. Tugas seorang supervisor adalah untuk membantu, mendorong, dan memberikan keyakinan kepada guru bahwa proses belajar-mengajar dapat dan harus diperbaiki.

Enhancing Teacher Quality: The Role of Digitalization in Transforming Educational Supervision

This research aims to develop a system-based academic supervision model to address specific inefficiencies in the supervision process, such as logistical challenges and resource limitations. The purpose of this research is to develop a system-based academic supervision model in overcoming the ineffectiveness of the academic supervision process. The method in this research is development research using the Borg and Gall model which consists of 10 steps of product development from preliminary research to product dissemination . The research subjects were teachers and school supervisors in Salatiga City, especially in elementary schools consisting of public and private schools. The selection of subjects is based on subjects with criteria, namely subjects who play an active role in the academic supervision process and have experience in academic supervision at school. The instruments in this study were observation guidelines, interview guidelines, user perception questionnaire, and product trial questionnaire. The research instruments have been validated by expert validators and meet the criteria of valid and reliable. The results showed that the development of the Management Information System for academic supervision of the Borg and Gall model resulted in a product that met the criteria of valid, effective and practical for academic supervision. The research findings show that using the academic supervision system makes it easier for supervisors and teachers to carry out the academic supervision process. In addition, the efficiency of supervision becomes better, because it can overcome the distance and the limited number of supervisors to the number of schools whose ratio is not balanced.In addition, the use of an academic supervision system speeds up the supervision process, simplifies the use of assessment instruments, and is practically used flexibly.

The development of Critical Thinking Skills during Practical Training: The Perspectives of Pedagogical Supervisors and Sports and Physical Education Trainees

In the Republic of Congo, initial teacher training has both a theoretical and a practical dimension. Theoretical training takes the form of theoretical courses within the training institution itself. Practical training, on the other hand, takes place in professional settings (secondary schools). This comparative study consisted of identifying the conceptions relating to the development of critical thinking by educational supervisors and by student-trainees. Inscribed in a qualitative methodological approach, this research was based on Eric Lavertu's (2013) conceptual approach to the development of critical thinking in internships. Eight (08) educational supervisors and nineteen (19) student-trainees voluntarily participated in the study via three focus groups. The results obtained, following a content analysis of the corpus collected, reveal several didactic-pedagogical devices for the development of student-trainees' critical thinking, both according to the perception of pedagogical supervisors, and also, according to that of student-trainees. As didactic-pedagogical devices, educational supervisors identify three: the communication strategies highlighted by the supervisor, the climate of exchange established by the supervisor and the attitude of the supervisor. The student-trainees, for their part, emphasize the educational supervision environment, the attitude of the supervisor and the attitude of the student-trainee. Thus, to promote the development of critical thinking among student trainees, the measures mentioned specify that the supervisor must implement a pedagogical approach to supervision anchored in a social-constructivist paradigm to support the development of the student, using a reflective approach in support. In addition, these mentioned systems emphasize the importance of placing the student at the center of their learning by making them a real actor in their development.

Memahami Pengawasan dan Evaluasi dalam Administrasi Pendidikan

Supervision is the overall activity of supervising, checking, coordinating and controlling all activities so that they take place in accordance with established plans and desired results. Evaluation is a form of planned process of determining the condition of an object using instruments while the results are used as a benchmark for comparison with what was planned to obtain conclusions. The research method used in this article is library research, which is a way to collect data by understanding and studying theories from various literature related to the research topic. The results of the analysis show the meaning of educational supervision, the purpose of educational supervision, the function of educational supervision, the meaning of evaluation, the purpose of evaluation in education and the function of evaluation in education in order to achieve a clear direction in understanding supervision and evaluation in educational administration.

MEMBANGUN KESADARAN LITERASI INFORMASI DALAM KONTEKS PENYELESAIAN TUGAS AKHIR SANTRI DI PONDOK PESANTREN SUMATERA THAWALIB PARABEK: SUATU PENELITIAN TINDAKAN PARTISIPATIF

This article is action research as an alternative research method in empowering final-year student paper supervisor teachers. Action research is based on the assumption that research must be linked to change programs in assisted Islamic boarding schools. This research was carried out not only to obtain facts but also to create the desired conditions. Action research can be used effectively in research and action to empower final-year student paper supervisor teachers, because of its nature which emphasises the active participation of supervisor teachers. Through action research, it is possible to produce formulations that are adapted to the conditions of supervising teachers in carrying out efforts to increase information literacy competence in the context of completing final-grade student papers.

Supervision Model Through Coaching and Mentoring for Enhancing Active Learning Instruction Competency of Elementary Teachers Under Office of the Basic Education Commission

The study aimed to 1. investigate the components and indicators of active learning instruction competency among elementary school teachers, 2. examine the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers, and 3. develop an educational supervision model based on instructional coaching and mentoring principles, aimed at enhancing active learning instruction competency among elementary school teachers under the jurisdiction of the Office of the Basic Education Commission. The study was divided into three phases: Phase 1 examine the components and indicators of active learning instruction competency. The target group comprised 7 qualified individuals selected through purposive sampling, with suitability assessed using an appropriateness assessment questionnaire. Phase 2 the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers are investigated. The sample group consisted of 384 elementary school teachers selected through multi-stage random sampling, employing a proportional stratified sampling technique. A questionnaire with a 5-point Likert scale was utilized for data collection. Phase 3 the development of the supervision model involved input from a group of 9 qualified individuals selected through purposive sampling. These individuals were chosen based on their expertise and relevance to the research objectives. Research tools included interviews and assessments. The research findings revealed that: 1. there were 4 components and 24 indicators of active learning instruction competency among elementary school teachers. These components are categorized as follows: 1) Designing of active learning management: comprising 6 indicators, 2) Organization of learning activities focusing on higher-order thinking skills and practical application: consisting of 4 indicators, 3) Utilization of educational media, innovations, educational technology, and learning resources: encompassing 6 indicators, and 4) Measurement and evaluation based on actual conditions: including 8 indicators. Overall, the competency level is rated as the highest. 2. The current state was rated as moderate, while the desired state was rated as the highest. Upon disaggregating the components of the supervision model, it was found that the component with the highest level of necessity was Component 2, which pertains to organizing learning activities emphasizing higher-order thinking skills and practical application. 3. The results of developing the educational supervision model based on instructional coaching and mentoring principles to enhance active learning management competency among elementary school teachers, under the jurisdiction of the Office of the Basic Education Commission, revealed that the supervision model consisted of the following steps: 1) Planning, 2) Observation, 3) Reflection, and 4) Evaluation. These steps were deemed highly appropriate and feasible at the highest level.

Adaptive token selection for efficient detection transformer with dual teacher supervision

Recently DEtection TRansformer(DETR)-based models obtain remarkable performance in object detection and various foundational vision tasks. However, its performance is impeded by high computational demands since it exhibits quadratic scaling with the number of feature tokens. To mitigate redundant computations in some areas like the background, existing works propose static token selection methods, which choose a predefined portion of tokens to forward. However, it is intuitive that the complexity of inference for detection tasks varies depending on the input images. Static token selection methods rely on a fixed keeping ratio, causing performance degradation in complex scenes and inefficiency in simple scenes. To address this issue, we propose an Adaptive Token Selection method for DETR (ATS-DETR) that dynamically chooses the token keeping ratio based on the complexity of the input to retain the most salient tokens. To explicitly control the sparsity and improve the performance of ATS-DETR, we put forward a novel approach called Dual Teacher Supervision to train the ATS-DETR. Specifically, we utilize a weak teacher to assist the model in distinguishing input complexity and a strong teacher for enhancing overall model performance through feature distillation. We further introduce the Global Distillation to minish the disparities of the feature patterns extracted from ATS-DETR and the strong teacher model. Extensive experiments demonstrate that ATS-DETR attains better performance compared to Deformable DETR while achieving an 83% reduction of GFLOPs in the encoder, and outperforms all the static token selection methods.

Strategies and Recommendations to Enhance Online English Teaching Quality in Higher Vocational Colleges

The rapid growth of the Internet has propelled online teaching into a prominent position in higher education, including vocational English courses. Despite its widespread adoption, online teaching faces significant challenges compared to traditional classroom methods. This study delves into the current landscape of online teaching in vocational English courses, identifying key issues such as the lack of targeted course content, insufficient teaching resources, and low student participation. Drawing on a literature review and utilizing both quantitative and qualitative research methods, including questionnaire surveys and field observations, this study offers insights into the complexities of online teaching. Findings highlight the importance of improving teacher's technical abilities, fostering active student engagement, optimizing teaching resources and modes, and strengthening online teaching supervision. These strategies are pivotal in enhancing the quality of online teaching and paving the way for further advancements in vocational English education. Future research avenues include exploring innovative teaching models and leveraging emerging technologies like artificial intelligence and virtual reality to enrich the online teaching experience.

Development of an Academic Administration Model on a Digital Platform to Enhance the Quality of Life and Competence Amongst Underprivileged Students in Wat Si Don Chai Municipal Community School, Chiang Mai Province

information in developing a digital-based academic administration model to promote the quality of life and competency of underprivileged students in urban communities, 2) to develop an academic administration framework using digital technology to improve underprivileged students’ quality of life and academic competence in a Municipal Community, 3) to determine the overall results from the model, and 4) To evaluate the outcomes. The study's informants were Wat Si Don Chai Municipal Community School personnel. This included 2 School Deputy Directors, 36 teachers, and 5 representatives from the Education Committee, bringing the total to 43 people. The study also included 247 students from kindergarten 1 up to Mattayom 3 who were in their second semester for the year 2021 and who fit the criteria set by the Wat Si Don Chai Municipal Community School for underprivileged students in the area. The research instruments used for this study were questionnaires, interviews, group meetings on guidelines to operate according to the framework provided, digital skill evaluation forms for personnel, evaluation of teachers’ capability to enhance students’ competence, evaluation of students’ quality of life and competence and a satisfaction survey. Statistics used in data analysis consisted of determining frequency, percentage, mean and standard deviation, and descriptive analysis. The results from the study showed that 1) An effective academic administration model. To do so, it is imperative to develop a curriculum that aims at competency and at the same time, also develop a digital, online learning management system. It is also important to promote further research that aims to solve key issues amongst underprivileged students. The academic administration should also develop a learning center that focuses on building occupational skills, along with developing a network that can help the underprivileged. Finally, the framework also consists of educational supervision that can empower the students. 2) After implementing the model, it was found that increase in the staff’s digital skills and increase in their ability to manage the learning emphasizes competency, quality of life of student, and competency also increased. 3) Finally, the school’s personnel were also satisfied at a high level with the model provided.

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.

Prospective of Management and Supervision in Latin American Education

Purpose: Reflect on the approach to topics such as educational supervision, educational management, the importance of these aspects and the guidelines that currently govern this type of processes, likewise the importance lies in demonstrating the importance of this process in current education ensuring that children and young people in all countries have quality education. Methodology: The methodology of the article is based on the reflective qualitative method. Sánchez Silva (2005) defines it as follows: “The reflective tradition privileges values, norms and creates patterns of behavior that favor an analytical and critical attitude aimed at reviewing and evaluating ideas, assumptions, theories and conventional methods” (p.116). Furthermore, according to Edmund Husserl (cited by Menéndez, 2012), reflection is fundamental in phenomenology, being one of its main tasks to analyze experiences in an organized way. Results and Conclusions: Raise awareness about the importance of assigning suitable people to these positions, ensuring that they fulfill the responsibilities they acquire and also training teachers and directors in everything that educational supervision brings with it so that they can take decisive and participatory roles. since all types of opinions must provide significant elements. Furthermore, within the general guidelines in current education, it must be taken into account that this is an instrument of public policy that is based on the general law of the system, generating in turn a motivation and a direct relationship of the topics discussed since the The main element is the teacher, thus generating the necessary changes to provide students with quality education. Implications: This research provides implications for educational and government policies to continue strengthening Educational Supervision and Management policies in Latin America. Originality/value: This research offers novelty by reflecting on how public policies impact educational supervision and management in Latin American institutions.

Developing a Compassion Focused Supervision Model for Senior Leaders in Education

This article describes the development and delivery of a novel model of supervision for senior teachers in schools, informed by Compassion Focused Therapy (CFT). It explores whether this model can be considered acceptable and valuable to senior teachers, and is able to be delivered by multiple supervisors using a manual. Surveys, interviews, and focus groups were used to gather feedback about the value and impact of the supervision. Data were gathered from 39 senior teachers across three phases to assess feedback over time, as new supervisors were trained to deliver supervision with the aid of a manual. The supervision model, called Compassion Focused Coaching (CFC) in Education, was found to be an acceptable and valuable model for senior teachers in schools, with benefits for compassion to self, students, and colleagues. The CFC Manual was found to be a useful guide for new supervisors, with no previous experience of CFT, to start delivering CFC sessions. Limitations of this study include the fact that there was no tool for assessing supervisor competence and adherence to the CFC supervision model, which is an area for future development. No standardised measures were used, and the results should therefore be considered in terms of feasibility, rather than evaluation. In conclusion, CFC is an acceptable and scalable model of supervision for senior leaders in schools. There are indications of this model having value and impact in a number of areas of school life, from staff wellbeing, to dealing with challenging situations and relationships. Formal evaluation of CFC is required in future research to understand the effectiveness of this model, compared to other models of supervision and peer support.

Layanan Supervisi Klinis Terhadap Pembelajaran Bahasa Arab di Madrasah Aliyah

The role of educators in the learning process is crucial in determining educational quality, necessitating the enhancement of their capacities and competencies. Clinical supervision is a unique approach in educational supervision that focuses on empowering educators to remain relevant to curriculum guidelines while addressing students' learning needs. This method involves engaging educators in discussions to identify their weaknesses in the teaching process and guiding them towards solutions. This qualitative-descriptive study, utilizing interviews, observations, and documentation, examines the implementation of clinical supervision in Arabic language teaching at Madrasah Aliyah Muhammadiyah Kabila. The results indicate that clinical supervision helps educators formulate learning processes that stimulate student interest and encourage active participation. Arabic language instruction at the school employs both traditional and modern approaches. The traditional approach forms students' basic cognitive skills, while the modern approach applies these skills to everyday situations such as verbal communication and information technology use. Clinical supervision in Arabic language teaching is seen as bridging the gap between educators' psychological conditions and students' psychological readiness in the learning process. This approach proves effective in enhancing the quality of Arabic language instruction and student engagement.

Implementation of Educational Supervision to Improve the Quality of Education in Madrasah

The decline in the quality of education is caused by various factors, including unprofessional educational supervision, limitations in learning activities, and the practice of corruption, collusion, and nepotism. Ineffective supervision results in a gap between supervisors and teachers, so that the quality of learning is not optimal. In addition, the practice of cheating in national exams which is still rampant is also a serious concern. To overcome this problem, hard work is needed from educational thinkers and practitioners to improve the quality of education through professional supervision and breaking the chain of corruption. This study aims to identify problems in the education system in Indonesia and emphasize the importance of supervision in improving the quality of education. The research method used is a literature study, with analysis of various secondary data sources such as books and journals. The results of the study indicate that effective supervision can improve the quality of the learning process and learning environment, so there needs to be a focus on improving teacher skills through professional guidance.

Leveraging Professional Learning: Enhancing Instructional Supervision to Support Teacher Growth

Leveraging Professional Learning: Enhancing Instructional Supervision to Support Teacher Growth

심리사회적 학교환경에 대한 인식이 학생의 성장에 미치는 영향

Purpose: This study analyzed whether the psychosocial school environment mitigates the detrimental effects of poverty and influences students' initial cognitive (Korean, math, and English grades) and emotional (self-esteem) development during elementary school, as well as their growth trajectories throughout middle and high school. Methods: This study used longitudinal data from the same cohort of students surveyed at three intervals: elementary, middle, and high school spanning a six-year period from 2015, to 2018 and 2021. Data were obtained from the Korea Welfare Panel Study Supplementary Survey on Children.Analysis was conducted using the Multilevel Growth Model to examine the cognitive and emotional development trajectories of students throughout their elementary, middle, and high school years. Results: In terms of cognitive development, the study found that teacher support within the psychosocial school environment positively influenced the growth rate of Korean language subject grades. Regarding emotional growth, factors such as teacher support, school atmosphere, and peer relationships within the psychosocial school environment all exhibited significant positive effects on the initial levels of self-esteem among elementary school students. Additionally, the school atmosphere positively impacted the growth rate of self-esteem. The negative impact of poverty was often diminished or mitigated with the inclusion of variables such as students’ learning attitudes and parental educational involvement and supervision. Furthermore, with the additional inclusion of psychosocial school environment variables, the adverse effects of poverty almost completely disappeared. However, the influence of poverty persisted, manifesting as a negative impact on the initial scores of English subject grades. Conclusion: The psychosocial school environment can positively contribute to students' cognitive and emotional development. Particularly, teacher support has a positive impact on both the cognitive and emotional growth of students, and school climate and peer relationships are positively associated with emotional development. Therefore, efforts should be made in schools to strengthen teacher support, and to foster a positive school climate and peer relationships, aiming for a positive direction in cognitive and emotional development.

Analisis Supervisi Pengajaran

Teaching supervision is a critical aspect of effective school leadership. A school principal who is competent in teaching supervision has the ability to understand individual teacher needs and challenges, and is able to provide the necessary support and guidance. Teaching supervision is not only limited to assessing performance, but also involves efforts to improve teaching skills and student learning outcomes. Good supervision methods involve regular classroom observations, providing constructive feedback, and providing additional training or resources when needed. In addition, a school principal who is effective in teaching supervision must be able to create an environment where teachers feel supported and appreciated, so that teachers are motivated to continue to improve the quality of teaching.

Teacher Supervision Strategy in Maintaining Learning Quality in Kindergarten using the Montessori Method

The quality of ECE (Early Childhood Education) implementation determines the quality of the processes within it, teachers have an important role in education, teacher professionalism and the quality of learning will increase if supervision is carried out with a clear structure and direction. In kindergarten, many schools label the name Montessori even though the education is far from the Montessori education method. The aim of this research is to analyze ECE teacher supervision strategies, implementation of learning using the Montessori method, and supervision strategies using the Montessori method. This research uses a qualitative approach of the SLR type, the PRISMA model. The process involves: (1) Searching for articles using the Google Scholar search engine, (2) Determining inclusion and exclusion criteria, (3) Screening until inclusion articles that meet the criteria are collected, (4) Synthesis of relevant literature to get a comprehensive picture of the related issues. Teacher supervision strategies to maintain the quality of learning using the Montessori method in PAUD/ECE. Teachers are child educators who provide stimulation, so that “Montessori Schools” must be given supervision regarding teacher supervision. The results of this research: In Indonesia, educational evaluation is carried out through monitoring and evaluation activities (Monev) or supervision carried out by education and evaluation supervisors who are accredited by the National Accreditation Agency (BAN), then learning using the Montessori Method has 4 pillar concepts and 9 elements, and The supervision strategy using the Montessori method for teachers is that the prerequisites are supervision with knowledge, interpersonal skills and technical skills.

Competency-Based Online Teaching Supervision Process for Technical and Vocational Preservice Teachers

The aim of this study is to assess the teaching proficiency of technical and vocational preservice teachers. This assessment aims to pave the way for the effective management of online teaching oversight based on established competency standards. Additionally, the study explores the integration of digital technology in the realm of online teaching supervision. The research approach employed a combination of research and development, utilizing content analysis of relevant literature and research, while also constructing supervision models. The findings revealed that the teaching proficiency of technical and vocational preservice teachers encompassed various facets, including the formulation of comprehensive learning management plans, the use of enriching learning activities, the execution of teaching strategies, the utilization of media and technology, and the implementation of measurement and evaluation methods. The process of online teaching supervision was found to involve a few distinct stages, namely preparation for supervision, the execution of supervision activities, guidance and mentorship, continual improvement coaching, and the subsequent reporting of coaching outcomes. Furthermore, the integration of digital technology into online teaching oversight was shown to manifest itself in two principal approaches: synchronous and asynchronous modes.

A Localized Instructional Supervision Framework for the Junior High Schools of Cervantes National High School

A Localized Instructional Supervision Framework for the Junior High Schools of Cervantes National High School