Supervision Practices Research Articles

Educational Supervision: Analysis of Learning the Qur'an Tilawati Method at User Institutions in Surabaya

The Al-Qur'an tilawati learning method was developed to facilitate the study of the Al-Qur'an for Muslims. This research intends to examine the implementation of the tilawati technique in 5 Al-Quran learning institutions in Surabaya. This qualitative study employs descriptive approaches to elucidate and characterise supervision practices at five formal educational institutions in Surabaya that utilise the tilawati method. This study employed three data gathering methods: observation, interviews, and field documentation. This research includes data reduction, data display, and verification as part of the data analysis process. The research findings indicated that the Key Performance Area (KPA) was functioning efficiently in SD Khadijah 2 Surabaya, but was not meeting its intended purpose in the other four schools. The learning process does not correspond with the tilawati method. Teachers are inadequately trained to utilise this method. Attendance records, schedules, and achievements are not consistently shared with all teachers. Most classrooms have a layout of benches and tables with parallel shapes. The learning facilities are not fully developed in all elementary schools involved in the study. The tilawati method of learning has been implemented in 5 schools in Surabaya. The impact of implementing the tilawati method in schools is that students are more able to read the Al-Quran well and easily.

The Practice of Excise Supervision in Russia after the Wine Reform of 1863

The Practice of Excise Supervision in Russia after the Wine Reform of 1863

The Mediating Role of Teachers’ Attitudes toward Instructional Supervision in the Association between Instructional Supervisory Practice and Teachers’ Job Performance

The school needs to pay instructional supervision considerable attention to implement better teaching-learning procedures that will result in a more effective education. These procedures ought to remain democratic and cooperative. The attitude of the teachers toward supervision influences the outcomes of the supervision process. Therefore, in the context of secondary schools in Ethiopia's Dembecha area, this study sought to explore the mediating effect of teacher attitude to instructional supervision in the relationship between job performance and instructional supervisory practice. A mixed research design that was convergent parallel was utilized. Using comprehensive sampling, all four principals, two secondary school supervisors, and three hundred teachers participated in the study. Consequently, the study discovered that although teachers' work performance was at a moderate level, the status of instructional supervisory practice and their attitudes about it were at a low level. There were positive, significant, and moderate levels of correlation between instructional supervisory practice, teachers' attitudes toward instructional supervision, and teachers' job performance. Finally, the study revealed that teachers' attitude toward instructional supervision has a mediating impact on the association between instructional supervisory practice and job performance. In terms of practical applications, this study supports educators and school administrators in recognizing the benefits and drawbacks of instructional supervision and in implementing corrective actions to address the issues secondary schools encounter. Secondary schools’ instructional supervision practices need to be improved further to be widely accepted by teachers and put into practice.

Individual self-regulation, external monitoring, and farmers’ safe production behavior: Evidence from the Kuan-chung Plain, China

Sustainable agricultural development requires comprehending the fundamental factors influencing farmers' adoption of safe production behavior. This study investigates intrinsic and extrinsic determinants, encompassing the influence of individual self-regulation and external monitoring, regarding the endorsement of safe labor practices among farmers in Kuan-Chung Plain, China. The findings underscore the pivotal role of personal self-regulation in stimulating farmers' implementation of safe production behavior. Additionally, governmental and public monitoring can act as catalysts, motivating farmers to shift from conventional agricultural production methods to safer alternatives. Moreover, the results revealed that a synergistic effect arises from the collaboration between public and governmental monitoring, combined with individual self-regulation. This collaborative approach significantly enhances farmers' propensity to embrace safe production behavior. Hence, policymakers should prioritize educating farmers on ethical restraint, optimizing policy strategies, and strengthening supervision practices to establish an effective platform for public monitoring. These measures will augment farmers' comprehension of the significance of safe production behavior and empower them to proactively implement these behaviors.

INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Effective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Current Practices in Clinical Supervision in Primary Care.

The purpose of this study was to examine current clinical supervision practices within primary care settings. We used a descriptive survey design, which blends quantitative and qualitative data, and examined the current state of clinical supervision practices and approaches in primary care and the type of training the behavioral health consultants received to provide supervision to pre-licensure level behavioral health trainees. Ninety-four participants completed the survey in 2022. Seventy-one percent of respondents felt they had adequate training to be an effective integrated behavioral health (IBH) supervisor; however, most training came from sources, such as workshops, continuing education, or supervision of supervision. Further efforts to establish universal competencies and formal training programs are needed to meet the growing need for IBH services in primary care.

Fostering Pre-Professionals and Learning Experiences in End-of-Life Care Contexts: Music Therapy Internship Supervision.

Certified music therapists use music within therapeutic relationships to address human needs, health, and well-being with a variety of populations. Palliative care and music therapy are holistic and diverse fields, adapting to unique issues within end-of-life contexts. Palliative care music therapy has been formally practiced since the late 1970s and affords a variety of benefits, including pain and anxiety reduction, enhancement of quality of life, emotional expression, and relationship completion. The training of music therapists varies around the globe, but clinical supervisors play a key role in skill acquisition. Clinical supervisors support pre-professionals as they realize the application of their training, foundational competencies, and authentic therapeutic approaches in end-of-life care, while navigating the challenges and rewards of this work. This article is a narrative review which offers background information on palliative care music therapy, and reports the authors' viewpoints and reflections on supervision strategies and models employed with music therapy interns in palliative care settings based on their experiences. Approaches are shared on supporting pre-professionals as they begin working in palliative care contexts, as well as implications for supervision practices.

Positive behaviour support under the National Disability Insurance Scheme in Australia: Barriers, enablers and support needs from the perspective of practitioners

AbstractThis paper examines the experiences of behaviour support practitioners providing positive behaviour support (PBS) under the Australian National Disability Insurance Scheme (NDIS), including perceived barriers and enablers of practice, and ongoing support needs. It reports on data provided by NDIS PBS practitioners (n = 392) in a cross‐sectional mixed methods survey employed to examine the characteristics and experiences of behaviour support practitioners working across Australia. Qualitative data from open‐ended questions were analysed using inductive thematic analysis. The key barriers to practice included “the current service systems,” “engaging and collaborating with stakeholders” and “limited PBS expertise across the sector.” Enablers of good practice related to “organisation systems and practice supports/tools,” “practice supervision” and “quality training and professional development opportunities.” Ongoing support needs identified included the need for “further PBS training,” “improved service systems” and “access to clinical supports and practice guidance.” Findings suggest that whilst some practitioners report positive experiences, a large majority experience significant barriers to their PBS practice. They describe potential supports to overcome these barriers, which emphasise the need for further PBS training, clinical supervision/oversight and more efficient service systems. Findings have implications for PBS practice, policy and research in Australia.

Measure for clinical supervision practices as factors of predictive indicators of teachers’ professional identity development in Tanzania

Developing teachers' professional identity is an ongoing process requiring multiple factors. However, the literature lacks a relationship between measures for clinical supervision practices and predictive indicators of teachers' professional identity development. Therefore, the study explored the opinions of school heads and teachers on measures for better school heads' clinical supervision practices and predictive indicators of teachers' professional identity development in Tanzania public secondary schools. A qualitative approach and multiple case research design governed the study in Njombe Region. Twelve informants participated in the semi-structured interviews and sixteen in focus group discussions. The analysis approach was content-structured analysis for the quantification of informants' responses. The study found major adjustments focused on pre-observation, classroom observation, and supervisory feedback. Clinical supervision adjustments in the mentioned dimensions are factors for developing predictive indicators of teachers' professional identity, such as loving the teaching profession, working for greater peace and freedom, feeling the teaching work is respected, and improving self-efficacy relative to teaching-learning efficiency. Minor adjustments were found in academic professional development for teachers and post-observation clinical supervision. Consequently, the development of predictive indicators of teachers' professional identity. Such as preserving professional skills and image and being prepared to have commitments to educating students. The study concludes that clinical supervision adjustments are indicators of teachers' professional identity development. The government is recommended to encourage clinical supervisory innovations to promote and enhance teacher professional identity development. Study findings provide a better understanding of a growing body of knowledge about improving clinical supervision practices to develop teachers’ professional identity.

Invitations to think and feel in forensic nursing; the role of clinical supervision and reflective practice

Providing nursing care to people who have experienced child sexual abuse, assault and rape is a highly specialised and psychologically demanding task. Necessarily much focus is on the technical aspects of the task of providing care to patients. The specialist administrative and nursing team in the Sexual Assault and Treatment Units (SATUs) in Ireland provide complex treatment to a particularly vulnerable group of people from various backgrounds in Irish Society. The service is open to all genders and gender identities, aged 14 and over. The care is free and it is a recognised safe place to go to if you have been raped or sexually assaulted. In the Department of Health’s Policy Review of the SATUs in Ireland they recognised the challenging nature of the work and recommended the provision of high quality emotional supports for all staff (core and on-call).
 This paper considers the provision of reflective practice to members of the SATU team, with a particular emphasis on their emotional and psychological experience at work. The introduction of reflective practice into a nursing setting will be discussed including opportunities and challenges that emerged, and how the service gained momentum over a year. The paper will reflect on one case example in the form of a supervisee/supervisor relationship in an effort to deepen and broaden our understanding of the need for professional spaces in which to consider ones experience at work.

School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers

This study aimed at examining teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision through interviewing 28 and surveying 94 secondary school teachers in public secondary schools in Tanzania. In this mixed concurrent and cross-sectional case study design, school heads respecting teachers as professionals was a first dominant practice in clinical supervision and academic mentorships was a last dominant practice. Despite of dominance, school heads’ commitments in practicing six characteristics of clinical supervision was positively perceived by male and female teachers and no statistically significant difference (p<0.05) was observed among them. Due to school heads’ commitments in undertaking six characteristics of clinical supervision, teachers’ sense of teaching professional competence grew sufficiently. The study found a positive correlation and statistical significance (p<0.01) between school heads’ commitments in practicing six characteristics of clinical supervision and teachers’ sense of teaching professional competence development. The study concludes that through six characteristics of clinical supervisor, male and female teachers were equally supervised by school heads. It also concludes that six characteristics of clinical supervision are positive predictors for developing teachers’ sense of teaching professional competences.

The Influence of Principals’ Management Strategies on Students’ Academic Achievements in Public Secondary Schools in Lungalunga Sub – County in Kwale County, Kenya

This study determined the influence of principals’ management strategies on students’ academic achievements in public secondary schools in Lungalunga sub – county in Kwale County, Kenya. The objective of the study was to determine principals’ management strategies of instructional supervision on students’ academic achievements. The study was guided by management theory. Since the study involved gathering of quantitative and qualitative data, it adopted mixed method approach. The study employed a descriptive survey research design. 20 school deputy principals, 20 BOM chairpersons, 20 parent association chairpersons and 546 secondary school teachers were study’s target population. The researcher sampled 182 respondents using simple random technique, that is, 6 school deputy principals, 6 BOM chairpersons, 6 parent association chairpersons and 164 secondary school teachers’. Data was gathered using questionnaires and interviews. Validity of the instrument was established through piloting of the instruments in Lungalunga sub-county in two secondary schools which were part of the general population although not considered in the sample. The researcher established the reliability of the instrument by using of test-retest method. Data was analyzed using descriptive statistics with help of Statistical Package for Social Sciences (SPSS 22) software. Results were presented in form of frequency and percentages from which inferences and conclusions were drawn. The findings of the study revealed a critical concerns regarding principal's supervision practices was realized with the biggest percentage of respondents expressing huge dissatisfaction. The study concluded that there was a pressing need for comprehensive reforms in instructional supervision to bridge the existing gaps and enhance students’ academic achievements. By aligning management strategies with the study’s objective, schools can create a conducive atmosphere where students thrive, educators excel, and stakeholders actively contribute to the educational journey, ultimately enhancing the overall quality of education in the region.

Bearing Witness: The Impact of Lived Experience Educators Participating in Social Work Student Supervision during Placement

Abstract Social work student supervision during field education is a mandated requirement where students review their activities and learning in the workplace with field educators (FEs). Inevitably service users will be discussed in supervision but will have little or no opportunity to represent their perspectives during sessions. In order to explore how service user perspectives might be integrated into supervision, this qualitative study examined the participation of two Lived Experience Educators in supervision sessions between six social work students and their FEs during final placement. Despite some initial trepidation, participants reported a significant and overwhelmingly positive impact based on more equalised power differentials, greater depth of reflection and the emergence of new ideas on increasing accountability to service users. These results have implications for the practice of supervision, with both students and staff, and for how people with lived experience expertise may contribute to improving service culture for the intended beneficiaries of social work services.

Professional learning in engineering internships: what do supervisors learn from their student supervision practices?

ABSTRACT In order to graduate as professional engineers in Australia, engineering students undertake internships as part of their degree programmes. The heart of a productive internship programme is the relationship between the workplace supervisor and the student, yet there are significant gaps in the knowledge about the nature and type of professional learning that takes place for industry supervisors. The aim of this research is thus to develop a clearer understanding of their practices and perceptions of their student supervision, and the types of learning that take place. This study was conducted with industry supervisors of students from the Faculty of Engineering and IT in an Australian university. It adopted a qualitative research approach using semi-structured interviews and an online survey. The data were analysed through the lens of practice theory perspectives. Our results show that learning was generally confined to the learning of students. Supervisors generally did not position themselves as potential learners in the internship experiences. The deeper understanding gained from this study calls for more purposeful, relational and values-based learning practices in supervisor-student interactions.

Contribution of peer group supervision to nursing practice: An interpretive phenomenological study

AimTo provide insight into peer group supervision practices through understanding the lived experience of community health nurses. BackgroundThe recent Covid-19 health crisis highlights the importance of supportive mechanisms to sustain and retain nurses in the workforce. While the support of quality clinical supervision for registered nurses is recognised, the benefits and challenges of peer group supervision are less clearly articulated. DesignNurses’ experiences of peer group supervision in an Australian tertiary health service were explored using a Gadamerian philosophical hermeneutic approach. MethodSemi-structured in-depth interviews were conducted in 2021 and provided nurses with the opportunity to share their experiences of using the New Zealand Coaching and Mentoring Model of peer group supervision. The study included a total of 31 nurse participants across multiple community health contexts. Interview data were analysed using a hermeneutic approach from which themes arose. FindingsThe findings demonstrated that strong peer group supervision foundations that include personal and professional preparation and active participation are essential. Dual pillars of “the unique individual” and “the unique group” with responsibilities identified in each pillar that enable interactions and worthiness in peer group supervision practice. The foundations and pillars support peer group supervision in nursing practice to provide a mechanism for reflection, support and professional guidance. ConclusionsPeer group supervision is a worthy, contributory process in community health nursing when implementation processes are supported and teams are educated and prepared. Perceptions of peer group supervision are unique and varied across individuals. The individual experience has an impact on the group experience and vice versa. Knowledge of the process and group by participants is required to enable professional reflection through nursing peer group supervision.

Medicaid Reimbursement for Community Health Workers: A Comparative State Policy Analysis with Implications for Indiana

Background: Community health workers (CHWs) promote health education, address social determinants of health, and bridge the gap between healthcare systems and underserved populations, but the lack of sustainable funding remains a challenge to greater CHW utilization. Medicaid reimbursement has been identified as a promising mechanism to fund CHWs, however, state policies vary widely. A comparative policy analysis can guide future reimbursement strategies.
 Methods: We conducted a comparative policy analysis of Medicaid reimbursement for CHWs. State government websites and legal databases were searched utilizing keyword search terms related to CHWs and Medicaid reimbursement. We identified and analyzed relevant statutes, regulations, and administrative codes for reimbursement mechanism, rates, supervision, certification, and scope of practice.
 Results: 26 states currently reimburse CHWs through Medicaid; 3 states started reimbursement in the last six months. 16 states authorize payment through State Plan Amendments (SPAs), 3 use Section 1115 demonstration waivers, 10 use Medicaid managed care organization contracts, and 4 use blended strategies. 13 states require certification and supervision for reimbursement, although the supervising licensed professional can vary. The scope of practice of CHW also varies between states. There is a large range for reimbursement rates; for example, billing code 98960 currently used by 14 states varies from $9.70 in Indiana to $55.25 in Arizona for a 30 minute visit.
 Policy Implications: This study can inform sustainable reimbursement models through Medicaid for CHWs in Indiana and other states. An SPA may be the most expedient way for Indiana to increase reimbursement for CHWs, but its narrowness and inflexibility could hinder CHWs' positive impact. The variety of strategies currently in use demonstrates that there is no single path to sustainable financing. Protocols for a set of scoping reviews will result from this comparative analysis for more in-depth investigations of key peer-reviewed and grey literature.

Telesupervision in genetic counseling education during COVID-19 and beyond.

The COVID-19 pandemic led healthcare organizations to pivot to telemedicine, precipitating the shift to telesupervision, defined as supervision over video-conferencing platforms and telephone, for genetic counseling students. This study aimed to (1) characterize the impact of the COVID-19 pandemic on genetic counseling supervision, (2) ascertain genetic counseling supervisor experiences with telesupervision, and (3) examine the association between years of genetic counseling experience and preferences related to supervision modality. Certified genetic counselors were recruited through the National Society of Genetic Counselors (NSGC), Pennsylvania Association of Genetic Counselors (PAGC), and Association of Genetic Counseling Program Directors (AGCPD) listservs and by purposive sampling via emails to Genetic Counseling Program Directors in program-rich regions. An investigator-created survey was administered online to elicit descriptions of supervision during the pandemic, including modifications to rotations, changes to the number of students supervised, and mode of supervision preference. The survey was completed by 122 genetic counselors. The 54-question survey included multiple-choice, ranking, and open-ended questions. The majority (95.9%) of the participants were female, with an average age of 32 years. Most (86%) of participants reported changes in their supervision practices due to COVID-19, including sole use of telesupervision (54.4%), decreases in rotation lengths (25.4%), and delays in rotation start dates (24.6%). Interestingly, 19.3% (22/114) supervised more students than before the pandemic, and 18.4% (21/114) of participants supervised fewer students. Approximately two thirds (67.5%) of supervisors preferred supervising students in-person, while 2.6% preferred telesupervision, and 29.8% had no preference. Those who preferred to supervise in-person had fewer years of experience than those who had no preference (median = 4 years vs. median = 7 years respectively, Wilcoxonp-value = 0.0418, effect size rpb = 0.19, small). Given the persistence of telemedicine beyond the pandemic, telesupervision may be necessary to train genetic counseling students. However, additional research is needed to determine the effectiveness of telesupervision in facilitating student skill development and attainment of the Accreditation Council for Genetic Counseling (ACGC) Practice-Based Competencies (PBCs).

“It’s essential”: practicum supervisees’ emotion regulation challenges and their doctoral supervisors’ responses

ABSTRACT Novice supervisees inevitably experience intense emotional challenges during their practicum experience. Their supervisors often must help them manage their emotional reactions, suggesting the relevance of emotion regulation (ER) theory to supervision practice. Five doctoral supervisors described examples of their counseling practicum supervisees’ client-based (e.g. countertransference, trauma-related responses) and supervision-based (e.g. constructive feedback) ER challenges and how they responded. Consensual Qualitative Research (CQR) analysis revealed supervisors responded in line with process model of ER, including individualized other-focused and interpersonal emotion regulation (IER) strategies. Findings suggest further investigations could advance supervision research and practice as well as inform ER theory.

The art of effective oversight: unravelling the success of Israel's Cabel Inquiry Committee

ABSTRACT Legislative oversight of the executive branch is a fundamental mechanism for ensuring government accountability, good governance, and enhancing democracy. However, formal oversight powers alone are insufficient, and the practical application eventually determines effectiveness. In contemporary times, a distinct set of political phenomena exists, notably the emergence of populism and polarisation, a deep-seated crisis of representation, and a systematic decline in public trust regarding diverse branches of government, coupled with the personalisation of politics and the weakening of political parties. In light of these developments, it is essential to engage in a meticulous examination of the means by which legislatures can enhance their capacity to effectively oversee governments. This article examines the parliamentary committee of inquiry led by Knesset Member Eitan Cabel in Israel from 2017 to 2019, which focused on credit arrangements for large business borrowers. This committee's rigorous investigation into financial system failures makes it an exemplary case of robust oversight in action. The article analyses the Committee establishment, composition, mandate, systematic meeting-planning and questioning process, unique physical setting, report publishing, and other details. The analysis of the Committee's work reveals important insights regarding effective oversight, and isolates the practices which made its work such an augmented performance of legislative oversight. Factors such as the committee's activeness, cooperation, independence, preparation, respectful yet critical approach, transparency, accurate use of media, and precise procedure, created an exceptional performance of legislative oversight. The article concludes that while legislative oversight relies partly on formal mechanisms, it is primarily driven by how political actors apply them, and reveals the importance and centrality of the human factor. This single case analysis, focusing on the committee's oversight practices can inform comparative learning on delivering robust oversight beyond Israel's context, and derive widely applicable insights into key practices for effective legislative supervision of the executive branch.

Current issues in doctoral supervision practice in the UK

ABSTRACT Doctoral study remains the most popular form of research degree globally. The student and supervisor relationship is an integral part of the postgraduate researcher (PGR) experience. Supervisory relationships can be complex and multi-faceted, with differing expectations from both supervisor and PGR. However, comparing different perspectives of the PGR supervisory journey is relatively unexplored. This study aimed to explore how both PGRs and supervisors perceive the evolution of supervisory relationships throughout the doctoral journey. Employing a mixed methods design, the findings indicate that there is a transition in the dynamics of the relationship between the supervisor and the student which changes during this process. The role of the supervisor moves from being a more knowledgeable other operating in an advisory capacity, described by one participant as a ‘balance of expertise’ that ‘swings’ as the relationship evolves. Drawing upon Jindal-Snape’s multiple and multi-dimensional transitional theory, the results suggest that managing expectations, supporting the transition to doctoral study, the role of peer support for PGRs and supervisors are fundamental to a positive supervisory experience. The global pandemic affected the supervisory relationship and research journey posing some challenges for data collection; however, it facilitated opportunities to adapt and evolve supervisory practice.