The Patterns of Academic Supervision of School Principles in Increasing Teacher Performance in Palihan Lor State Elementary School and Plumbon State Elementary School
- DOI
- 10.2991/978-2-38476-114-2_12How to use a DOI?
- Keywords
- academic supervision; supervision technique; principal as supervisor; teacher performance
- Abstract
Academic supervision is one of the essential tasks that must be carried out by school principals, since with academic supervision the quality of teacher performance can be maintained and even improved. Teacher performance is assessed based on the implementation of its primary task, that is managing the learning process that includes designing the learning process, implementing the learning process, and evaluating student learning outcomes. Academic supervision has a number of stages, they are 1) planning, 2) pre-observation, 3) observation, 4) post-observation, and 5) follow-up. The objective of the research was to collect information about the pattern of academic supervision carried out by the Principal of Palihan Lor State Primary School and the Principal of Plumbon State Primary School, Kulon Progo Regency, in order to improve teacher performance in the two schools. The research used a qualitative approach, with the research subjects of principals, teachers, and students. Data collection techniques used interviews, observation, and document studies. Testing of the validity of the data was carried out by using triangulation of data sources and triangulation of methods. Data analysis was carried out using the Miles and Huberman model data analysis. The steps were collecting data, reducing data, presenting data, and drawing conclusions. The results obtained in this study are: (1) the planning stage of academic supervision was carried out by the two principals by determining and discussing materials, determining and discussing schedules, selecting and conveying techniques to teachers, and determining instruments; (2) the pre-observation stage of academic supervision was carried out by the two principals by building good communication with teachers, discussing implementation times, ensuring the readiness of learning support administration, and discussing instruments; (3) the observation phase of academic supervision was carried out by the two principals by observing the learning process, noting its advantages and disadvantages, and agreeing on an evaluation time; (4) the post-observation stage of academic supervision is carried out by the two principals with reflection, providing feedback, and discussing corrective actions; (5) the follow-up stage of academic supervision was carried out by teachers in both schools by improving the learning process based on the results of the evaluation of academic supervision. The results of monitoring by the principal showed that the follow-up carried out by some teachers was satisfactory, but there were some teachers who were not satisfied since they were constrained by their inability to master information technology.
- Copyright
- © 2023 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Rosita Cahayani Sabatiana AU - Lia Yuliana PY - 2023 DA - 2023/12/04 TI - The Patterns of Academic Supervision of School Principles in Increasing Teacher Performance in Palihan Lor State Elementary School and Plumbon State Elementary School BT - Proceedings of the 6th International Conference on Learning Innovation and Quality Education (ICLIQE 2022) PB - Atlantis Press SP - 124 EP - 131 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-114-2_12 DO - 10.2991/978-2-38476-114-2_12 ID - Sabatiana2023 ER -