Supervisory Competence Research Articles

Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education

ABSTRACT The positive impacts of Reflective Supervision (RS) are becoming increasingly evident. This approach may be especially important for early childhood teachers, who must deliver academic curricula and attend to children’s social-emotional development while maintaining high-quality program standards in increasingly challenging environmental contexts. However, to effectively provide RS to early childhood teachers, supervisors must first be trained in this approach. This paper describes the results of one such innovative training effort using data from a statewide, community-based program evaluation and a pilot open trial in the United States. Participants (N = 83 supervisors) were offered foundational training in RS followed by monthly skill-building sessions. We used a concurrent mixed methods approach, integrating observational, survey, and interview data collected simultaneously to assess feasibility, acceptability, and preliminary effectiveness of the RS professional development series. Data integration was achieved through contiguous narrative and joint display approaches. Research Findings: The RS series was feasible to implement, acceptable to participants, and led to improved reflective supervisory competencies. Practice or Policy: The RS series may represent an opportunity to effectively support the early care and education workforce, and in turn, benefit children. We discuss some differences between samples that may be useful for future implementation efforts across early care and education settings.

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.

The degree of availability of supervisory competencies related to modern teaching strategies for school principals from the point of view of Ma’an education teachers

The study aims to reveal the degree to which the managers of schools affiliated to Ma'an education possess supervisory competencies associated with modern teaching strategies. the researcher used the descriptive survey method to achieve the purposes of the current study. The results of the study showed that the managers of Public Schools in Ma'an have supervisory competencies associated with modern teaching strategies to a generally high degree with an arithmetic mean (4.0575) and a standard deviation (.593). The study recommended that Ministry of Education should pay attention to the development of extension competencies associated with the use of modern teaching strategies among public school principals.

Supervisory Competence of School Heads and Teachers’ Dedication in Mati South District, Mati City

This study aimed to explore the influence of supervisory competence of school heads on the teachers’ dedication. In this study, the researcher selected the 190 elementray school teachers in Mati South District, Mati City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation and regression analysis. Findings revealed that supervisory competence of school heads was rated as extensive, while, teachers’ dedication in Mati South District, Mati City was described as moderately extensive. Further, correlation analysis demonstrated that there is a significant relationship between supervisory competence of school heads and teachers’ dedication in Mati South District, Mati City. Evidently, regression analysis proved that supervisory competence of school heads in terms of curriculum and assessment; and teacher development and support were significant predictors of teachers’ dedication in Mati South District, Mati City.

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.

Beyond the dyad: Broadening the APA supervision guidelines to include group supervision.

Group supervision is an extensively used format across many training agencies, yet it has been largely disregarded in theory and research within the supervision literature. In fact, the Guidelines for Clinical Supervision in Health Service Psychology (American Psychological Association, 2015a) mentions group supervision only one time, despite the fact that supervision within a group context includes competencies and considerations that are both unique and essential to the effective and ethical practice of group supervision. Because supervision conducted with multiple supervisees is multilayered and-as a result-more complex, group supervisors need to develop special skills that go beyond the supervision dyad. This article looks to the literature on supervision-both individual and group modalities-and on group psychotherapy to highlight the practices and processes that set group supervision apart. Building upon the seven supervision competencies outlined by the American Psychological Association (Supervisor Competence; Diversity; Supervisory Relationship; Professionalism; Assessment/Evaluation/Feedback; Professional Competence Problems; and Ethical, Legal and Regulatory Considerations), which currently concentrate exclusively on individual supervision, we extend each area to include distinct features of group supervision. We include recommendations for supervisor training and for the application of effective group supervision practices, as well as ideas on how best to approach the formal adoption of group supervision guidelines for psychotherapists. Our hope is that, either in a revision of the Guidelines for Clinical Supervision in Health Service Psychology or in a freestanding supplement to the Guidelines, guidance for group supervision will be more explicitly included. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Strategies To Increase The Competence Of Practical Supervisors In The Learning Process Of Midwifery Students

Strategies To Increase The Competence Of Practical Supervisors In The Learning Process Of Midwifery Students

Supervisory Competence and Managerial Behavior of School Heads and Teachers’ Performance in Southern Philippines

Supervisory Competence and Managerial Behavior of School Heads and Teachers’ Performance in Southern Philippines

School Supervisor Competence in Assessing Performance Principal of Junior High School Level

School Supervisor Competence in Assessing Performance Principal of Junior High School Level

학습목표지향성과 무형식학습은 통합사례관리 슈퍼바이저 역량에 영향을 미치는가? -팀장과 통합사례관리사 다중집단분석-

The study examined whether learning goal orientation and informal learning influence the competencies of integrated case management supervisors, and whether there are differences in this pathway between supervisor types, namely, public service team leaders and case managers. A survey involving 155 public service team leaders and 100 case managers was conducted, and a multi-group path analysis was performed. First, it was found that learning goal orientation positively affects informal learning and each sub-dimension of supervisor competency, including knowledge level, skill level, and attitude level. Second, informal learning positively influences the skill level and attitude level among the sub-dimensions of supervisor competency. Third, in examining the differences between team leaders and case managers, a statistically significant difference was found in the path from informal learning to skill level competency among supervisors. Based on the findings, this study suggests ways to enhance the competencies of case management supervisors by applying the latest human resource development paradigms.

Whole Life Critical Factors Influencing Construction Project Performance for Different Objectives: Evidence from Thailand

This study aimed to identify the critical factors (CFs) influencing project performance and analyze their relative importance across multidimensional criteria throughout the project life cycle. Based on a literature review, 179 individual factors were categorized into nine performance criteria. A questionnaire survey was conducted with client representatives, consultants, and contractors in Thailand. The statistical analysis of 93 subjects showed that the significance levels of the performance criteria and CFs changed depending on the considered phase in the project’s life cycle. The analysis identified the three criteria (client satisfaction, quality, time) that were most frequently used to measure the success of a project. Furthermore, the findings revealed the top 10 CFs for each performance category throughout the life cycle. Notably, these findings provide compelling evidence of the following most important CFs across the performance measures: competence of project participants, adequate experience of project participants, the availability of competent staff, positive personal attitudes among project participants, participation in environmental initiatives by management, competent supervisors, effective project planning and control, the need for collaboration, and the professionalism of the project team’s services. This research provides insights into the factors that influence project success and have managerial implications for project stakeholders, facilitating informed decision making throughout the life cycle. Through establishing novel perspectives, this study enhances the knowledge base in the construction management domain.

The Development of a Scientific-based Academic Supervision Management Model

The role of supervision in education is crucial for fostering teacher professionalism, necessitating a supervision model tailored to teachers' needs. The current supervision models often fall short of meeting these needs and lack efficacy and efficiency. This study aimed to devise a scientific-based academic supervision management model, evaluate its viability, and determine its impact on supervisor competency in terms of effectiveness and efficiency. Using the ADDIE model, a scientific-based academic supervision management model was crafted. Data were gathered through observation, questionnaires, and documentation, involving principals and supervisors in Tulang Bawang Regency. A mixed-methods approach was applied for data analysis. The developed model, encapsulating the principles of Observing, Questioning, Experimenting, Associating, and Communicating (OQEAC), underwent evaluation by experts in content, language, and media, and was found suitable for field testing. Subsequent trials with principals and supervisors in both small and large groups affirmed the model's high effectiveness and its capability to enhance supervisor competence. This research corroborates that the OQEAC model, grounded in scientific principles, significantly improves education supervisors' skills, thereby elevating teaching and learning quality. The OQEAC-based academic supervision represents a potent strategy for augmenting educational quality and empowering teachers to lead learning outcome improvements.

Building a list of evaluation of supervisory competencies for physical education supervisors from the point of view of teachers and teachers in the city of Mosul

Building a list of evaluation of supervisory competencies for physical education supervisors from the point of view of teachers and teachers in the city of Mosul

Do it yourself, but I can help you at any time: the dynamic effects of job autonomy and supervisor competence on performance

Do it yourself, but I can help you at any time: the dynamic effects of job autonomy and supervisor competence on performance

Value of a blended learning supervision course at the advanced level: Supervisors’ experiences

Aim: To explore what experiences specialist nurses and midwives have with a blended learning course (digital course component one and physical course component two) to develop their supervisory competence. Methods: A qualitative descriptive design with two focus group interviews (n=9) and written reflections from participants (n=70) from five courses conducted in 2021 and 2022. Findings: Thematic analysis revealed two main themes: 1) The value of blended learning in a clinical supervision course and 2) Areas for improvement. Participants experienced a profound learning outcome through the acquisition of theoretical knowledge digitally during part one of the course, followed by in-person engagement in simulation-based learning activities in part two. Specifically, the participants gained a heightened awareness of the complexity of supervision and increased confidence in using communication tools through simulation. The challenges faced in the digital part of the course highlighted the need for technical improvements, emphasizing the importance of improving flexibility and development of an application for easy access to learning resources. Conclusion: The findings indicate that the blended learning approach enhanced supervision competence. The online component facilitated a more profound learning experience in the in-person simulation-based course. Recommendations for improvement centered on simplifying content and introducing greater flexibility and accessibility in the digital part of the course.

Does Professional Support from Colleagues Influence Supervisory Competencies and Experienced Burnout among Doctoral Supervisors?

Doctoral supervisors conduct supervision in increasingly complex and demanding environments. Professional support from colleagues may enable supervisors to navigate such complexities and overcome demands. This paper reports on supervisory experiences of collegial professional support. The dynamics between the professional support from colleagues, perceived supervisory competencies, and experienced burnout symptoms is explored. Survey data from a total of 474 doctoral supervisors from across the African continent were collected in 2022 with a modified version of a supervisory experience survey. The data were analysed using structural equation modelling. The results showed that informational support from colleagues was positively related to supervisory competencies, while emotional support buffered the development of all burnout symptoms. Also, supervisory competencies were associated with a reduced risk of suffering from exhaustion, cynicism, and inadequacy. The study extends the existing body of knowledge on supervisory experience by explicating the dynamics between the professional support, supervisory competencies, and burnout symptoms, and by introducing a new scale for studying professional support from colleagues.

Pengaruh Kompetensi Kepala Sekolah terhadap Kinerja Guru (Studi Deskrifsi Analitik pada SD Negeri di Wilayah Kabupaten Pangandaran)

The ideal view of the professionalism of school principals is reflected in the image of future principals, namely principals who have expertise, responsibility, and a sense of fellowship supported by strong professional ethics. Some school supervisor notesin Cijulang sub-district are more principals whose competence is still below the standard. Therefore, this research takes the title: "The Influence of Principal Competence on Teacher Performance". where this research is a study of several Regional Public Elementary Schools in Pangandaran Regency". This study aims to examine the influence of the principal's competence on teacher performance at public elementary schools in the Pangandaran Regency. The method used in this research is descriptive analytical method with a quantitative approach. The population of the study was all public elementary schools located in the Pangandaran Regency, which amounted to 293 schools. Sampling using random sampling technique that is determining the sample randomly by determining 50% of the total population. The research data is in accordance with the operational variables, taken using a research questionnaire technique. The conclusion of the study is that together there is a positive and significant influence of managerial competence, supervisory competence, entrepreneurial competence, personality competence, and principal's social competence on teacher performance.

Assessment of Competencies of Secondary School Principals in Kisii County, Kenya

The question of performance in education has occupied center stage in educational discourse the world over. Many factors have been attributed to influence performance in schools. At the secondary school level in Kenya, principals have been thought to play a crucial role in the performance of students. In Kisii county, the performance of students in examinations has not been impressive and this has partly been blamed on principals. The purpose of this study was therefore to assess the competencies of the principals in Secondary schools in Kisii. The main objectives of the study were to: Determined the competencies of principals in terms of human resource management, general management, financial management, carrying out action research, curriculum development and implementation; and to assess the competencies of the principal in adhering to established supervision criteria. The study used a mixed method research design and within it used concurrent triangulation design. The target population was 360 principals, 360 Board of Management Chairpersons (BOMs), 11 Sub-County Directors of Education (SCDs) and 11 Quality Assurance and Standard Officers (QASO). The sample population consisted of 36 principals, 9 QASOs, 9 SCDs and 36 BOM Chairpersons selected through simple random sampling. Questionnaires and interview guides were used for data collection. The validity of the instruments was ensured through expert vetting. The reliability of the instruments was ascertained through piloting and use of the test-retest method. It was found out that the principals’ competencies in human resource management was poor, general management was average, competencies to carry out action research was average, curriculum development and implementation was average, and supervisory competencies were poor. Based on these findings, it is recommended that the principal should be taken through an education programme to improve their competencies.

Evaluating the administrative competencies of physical education supervisors in Nineveh Governorate from the point of view of physical education teachers


 Research Summary
 The aim of the current research is to:
 - Identifying the level of administrative competencies of physical education supervisors from the point of view of physical education teachers. The research community included physical education teachers in Nineveh Governorate, who were chosen intentionally to achieve the research objectives, and they numbered (203) teachers. The research sample was represented by education teachers. Mathematics in Nineveh Governorate, where answers were obtained from (150) teachers, after excluding the reliability sample, the exploratory experiment of the scale, and some incompletely answered questionnaires. Thus, the proportion of the research sample reached (73.89%) of the total research population.
 The researcher used the descriptive method to adapt it to the research sample
 
 The researcher concluded:- - Physical education supervisors in Nineveh Governorate possess administrative competence.The researcher recommends the following:- Paying attention to developing administrative competencies by holding courses, workshops and seminars on an ongoing basis.

Enhancing Leadership and Professionals of Speech-Language Pathology: Perspectives of Korean SLPs on Supervisor Requirements and Supervisory Training Courses

Purpose: Clinical supervision is a dynamic and collaborative ongoing process in speech-language pathology. This study aims to prepare the supervisor certification standards of the Korean Association for Speech-Language Pathologists (KSLP) and the contents of the professional development courses.Methods: A total of 611 Korean speech-language pathologists (SLPs) (52 males, 559 females) completed the Google online survey regarding their perception and demand on the qualifications and core competencies of supervisors and supervisor training courses to develop SLP’s leadership and professional competencies.Results: 74% of respondents believed that a supervisor training courses was necessary to strengthen the professionalism and competence of SLPs, and 79% perceived they were willing to receive clinical supervisor training. Regarding supervisor qualification requirements, 53% answered that the clinical experience required for supervisor qualification was more than 10 years; the highest response rate was 10 hours (53%) of introductory courses and 10 hours (62%) of advanced courses. Respondents felt that an interval every two years was most appropriate (49%) for professional development requirements. The fundamental concepts of knowledge, skills, core competencies, and supervision that supervisors should have were also addressed and discussed.Conclusions: The current survey identified common perceptions and strong demands for a systematic supervisor training framework. The results derived from supervisees’ high demand and awareness can serve as a starting point for developing standards for the supervisee-centered supervisor system of speech-language pathology in Korea.