Developing Collaborative-Based Supervision Model Which Accentuates Listening and Responding Skills
Abstract
This research aims to develop a collaborative-based supervision model that emphasizes three aspects of (1) listening and responding ability and (2) willingness to listen and respond. The research method used is research and development (R & D). The subjects of this study were school supervisors and teachers at junior high schools within the Medan City Education Office. This research was carried out from January to November 2021. The results of this study indicate that the model is feasible based on the results of trials with a limited area, main area and operational area. In addition, this study formulated four teachers’ characteristics, namely lazy teachers, unfocused teachers, narrator teachers and professional teachers. Effective supervision practices for the four teachers’ characteristics are carried out with the approach and behaviour of school supervisors through instructions (for lazy teachers), consultation (for unfocused teachers), participatory (narrator teachers) and delegation (professional teachers). By applying the four strategies and behaviours for teachers’ character development in the practice of supervision, the implementation of supervision will achieve the expected results.
Keywords
Full Text:
PDFReferences
Amini., & Kemal, Isthifa. (2021). The Effect of Trust and Job Satisfaction on Citizenship Organization Behavior in High School. Al-Islah: Jurnal Pendidikan, 13 (1), 1348-1357. https://doi.org/10.35445/alishlah.v13i2.655
Brott, P. E., Stone, V., & Davis, T. E. (2016). Growing together: A developmental model for training school counselling site supervisors. Professional School Counseling, 20(1), 1096-2409.
Creswell, J.W dan Clark, V.L. (2008). Desain dan Melaksanakan Mixed Methods Research. Pustaka Pelajar, Yogyakarta.
Duncan, H. E., & Stock, M. J. (2010). Mentoring and coaching rural school leaders: What do they need?. Mentoring & tutoring: partnership in learning, 18(3), 293-311.
Gaikhorst, L., März, V., du Pré, R., & Geijsel, F. (2019). Workplace conditions for successful teacher professional development: School principals’ beliefs and practices. European journal of education, 54(4), 605-620.
Glickman, C. D., Gordon, S.P., Gordon, J.M. (2007). Supervision of Instruction: A Developmental Approach. Needham Heights, MA: Allyn and Bacon.
Glickman, C. D., Gordon, S.P., & Ross J.M. (2010). Supervision and Instructional Leadership: Developmental Approach Boston, MA: Allyn and Bacon.
Guiffrida, D. (2015). A Constructive Approach to Counselingand Psychotherapy Supervision. Journal of Constructivist Psychology, 8 (1), (https://doi.org/10.1080/10720537.2014.922911)
Haydon, T., DeGreg, J., Maheady, L., & Hunter, W. (2012). Using active supervision and precorrection to improve transition behaviors in a middle school classroom. Journal of Evidence-Based Practices for Schools, 13(1), 81-95.
Jahanian, R., & Ebrahimi, M.(2013). Principles for Educational Supervision and Guidance. Journal of Sociological Research, 4 (2), (https://www.macrothink.org/journal/index.php/jsr/article/ view/4562)
Joel, A. (2016). The Impact of Teachers' Perceived Behavioral Integrity of their Supervisor on Teacher Job Satisfaction in Modern Orthodox Jewish Day Schools (Doctoral dissertation, Yeshiva University).
Karnati, N. (2019). Academic Supervision To Improve The Competence Of Elementary School Teachers. Australasian Journal of Educational Technology, 35(1), 36-46.
Kemal, Isthifa., & Setyanto, Eddy. (2017). The Effectivenes of Managerial Skills of State Elementary School Principals in East Jakarta. Jurnal Ilmiah Peuradeun, 5 (2), 157-168. https://doi.org/ 10.26811/peuradeun.v5i2.133.
Kotirde, I. Y., & Yunos, J. B. M. (2014). The supervisors’ role for improving the quality of teaching and learning in Nigeria secondary school educational system. International Journal of Education and research, 2(8), 53-60.
Lassila, E. T., Timonen, V., Uitto, M., & Estola, E. (2017). Storied emotional distances in the relationships between beginning teachers and school principals. British Educational Research Journal, 43(3), 486-504.
Latiana, L., Samsudi, S., Sugiyo, S., & Slameto, S. (2018). Developing Collaboration-Based Supervision Model to Enhance the Professionalism of Early Childhood Education Teachers. The Journal of Educational Development, 6(1), 132-143.
Mirfani, A. A. M., & Mirfani, A. M. (2019, December). The Challenge of Change for the School Supervisor Orientation Against the Impact of Industrial Revolution 4.0. In 5th International Conference on Education and Technology (ICET 2019) (pp. 491-494). Atlantis Press.
Oyewole, B. K., & Alonge, H. O. (2013). Principals’ instructional supervisory role performance and teachers’ motivation in Ekiti Central Senatorial District of Ekiti State, Nigeria. Journal of Educational and Social Research, 3(2), 295-295.
Passmore, J. (Ed.). (2011). Supervision in coaching: Supervision, ethics and continuous professional development. Kogan Page Publishers.
Pidarta. (2009). Supervisi Pendidikan Kontekstual .PT. Rineka Cipta: Jakarta
Portelance, L., Caron, J., & Martineau, S. (2016). Collaboration through knowledge sharing between cooperating teachers and university supervisors. Brock education journal, 26(1).
Prasetia, I., Akrim., Sulhati., & Burhanuddin. (20210). The Influence of Lesson Study Strategy on Teachers’s Pedagogical Quality in All State Madrasah Aliyah of Medan. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4 (1), 762-772
Prasetyono, H., Abdillah, A., & Fitria, D. (2018). Academic supervision toward teacher’s performance through motivation as intervening variable. Journal of Education and Learning (EduLearn), 12(2), 188-197.
Purwanto, M. N. (2008) Administrasi dan Supervisi Pendidikan. Bandung: PT. Remaja Rosyda Karya.
Rahabav, P. (2016). The Effectiveness of Academic Supervision for Teachers. Journal of Education and Practice, 7(9), 47-55.
Range, B., Finch, K., Susan, Y., & Hvidston, D. (2014). Teachers' perceptions based on tenure status and gender about principals' supervision. International Journal of Educational Leadership Preparation.
Ray, D., Altekruse, M.(2000). Effectiveness of Group Supervision Versus Combined Group and Individual Supervision. Counselor Education and Supervision. 40(1),. https://www.researchgate.net/publication/264363240_Effectiveness_of_Group_Supervision_Versus_Combined_Group_and_Individual_Supervision
Sahertian, P,A. (2007). Konsep Dasar dan Teknik Supervisi Pendidikan: Dalam Rangka Pengembangan Sumber Daya Manusia. Jakarta: Penerbit Rineka Cipta.
Sahudra, Tengku Muhammad., Taher, Alamsyah., Kemal, Isthifa. (2021). E-Learning Development Management with the Schoology Improving Geographic Learning Literation. Journal of Education Technology, 5 (1), 70-75. http://dx.doi.org/10.23887/jet.v5i1.33631
Sarbini, Kristiawan, M., Wardiyah, D.(2020). Supervisor’s Performance for the Quality of Education. International Journal of Progressive : Science dan Technologies, 20 (1). https://ijpsat.ijsht-journals.org/index.php/ijpsat/article/view/1750
Silva, D. Y., & Dana, N. F. (2001). Collaborative Supervision in the Professional Development School. Journal of Curriculum and Supervision, 16, 305-321. (https://www.scirp.org/ (S(351jmbntvnsjt1aadkozje))/reference/referencespapers.aspx?referenceid=2996945)
Singerin, Sarlota.(2021). The Impact of Academic Supervision on Teacher Pedagogical Competence and Teacher Performance: The Role Moderating by Teacher Efficacy. International Journal of Elementary Education, 5 (3). https://ejournal.undiksha.ac.id/index.php/IJEE/article/view/ 34072
Sugesti, T. (2022, March). Academic Supervision Model Through a Collaborative Approach Based on Hearing Ability, Ability To Respond, Self-Efficacy, and Altruistic Attitude (M2ea) to Aliyah Madrassa Supervisors in the Ministry of Religious Affairs of Medan City. In Proceeding International Seminar of Islamic Studies (Vol. 3, No. 1, pp. 566-589).
Sugiyono.(2015) Metode Penelitian dan Pengembangan. Bandung, Alfabeta.
Suhardan, D. (2007). Supervisi Bantuan Profesional, Mutiara Ilmu, Bandung.
Thalib, S. B., & Manda, D. (2016). The Effect of School Supervisors Competence and School Principals Competence on Work Motivation and Performance of Junior High School Teachers in Maros Regency, Indonesia. International Journal of Environmental and Science Education, 11(15), 7309-7317.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
Tyagi, R. S. (2010). School‐based instructional supervision and the effective professional development of teachers. Compare, 40(1), 111-125.
Walkley, D. M. (1998). Supervision: a personal perspective on current practice. Leading and Managing, 4(3), 172-180.
Winaryati, Mardiana., Hidayat, M.T.(2020). Conceptual Framework of Evaluation Model on 4 C'S-Based Learning Supervision. International Journal of Learning, Teaching and Educational Research, 19 (8). https://doi.org/10.26803/ijlter.19.8.10
DOI: https://doi.org/10.35445/alishlah.v14i1.1299
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Indra Prasetia, Akrim, Emilda Sulasmi
Al-Ishlah Jurnal Pendidikan Abstracted/Indexed by:
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.