Journal articles: 'Supervising teachers'

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Ballu, Saldi Salmun, Lukas Manu, and Agus Maramba Meha. "Analisis Peran Supervisi Akademik Kepala Sekolah Kepada Guru IPA DI SMP Negeri 20 Kupang." EDUKATIF : JURNAL ILMU PENDIDIKAN 3, no. 1 (January 25, 2021): 20–26. http://dx.doi.org/10.31004/edukatif.v3i1.161.

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One important element in the implementation of education is the principal, who has the task of supervising and fostering the pattern of ongoing teaching activities, for example supervising all teachers in schools to help improve the quality of learning and the performance of a teacher. Often teachers experience various obstacles, which can arise from various factors so that the learning process is less than optimal. Therefore, the principal needs to provide academic supervision to help develop teacher competence and professionalism. The purpose of this study was to determine how the principal's academic supervision of science teachers at SMP Negeri 20 Kupang and the constraints in implementing academic supervision. The approach used is qualitative. Data collection techniques are observation, interviews, documentation, and questionnaires. The data were analyzed using the stages of data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the principal's academic supervision of the teacher had been carried out well, the principal had planned by preparing the supervision instrument and informing the schedule of supervision, the implementation of supervision using various techniques and principles. Evaluation and follow-up of academic supervision are carried out by discussing the results of supervision with the teacher, the school also holding workshops/training to improve and improve the quality of teachers in carrying out their duties at school. the implementation of academic supervision experiences obstacles that arise from the teacher, namely the lack of preparation of learning devices, the teacher does not master the material during the learning process and the teacher does not master the class, where it seems that students are difficult to control in the learning process.

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Alzamil, Jwahir. "Supervising English Teachers: Saudi Principals and the English Language Barrier." International Journal of Applied Linguistics and English Literature 9, no. 6 (November 30, 2020): 54. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.54.

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Principals’ supervision has been an important aspect of school leadership, which has aimed to improve the overall quality of teaching in schools by improving the work of individual teachers. This study has identified a need to fill an existing gap in the teaching supervision literature, as researchers have overlooked the possibility that principals’ mastery of the English language may affect the supervision of English language teachers. It therefore examines whether Saudi female principals who did not major in English language face difficulties supervising English language teaching in secondary schools. This study was carried out over a week. The data was collected from five female principals working in secondary schools by means of semi-structured interviews. The results showed that the main obstacle faced by principals supervising English language classes was understanding the English language itself. Data collected by the study show the need for Saudi Arabian principals to be aware of their limitations in understanding English when supervising English language teachers; having this information can be crucial for improving supervision and planning successful supervisory practices. Moreover, it can help principals evaluate themselves and review the way they supervise English language teachers.

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Cunha, Mariana, Paula Batista, and Amândio Graça. "A construção da identidade profissional do professor cooperante de Educação Física [The construction of the Physical Education cooperating teacher’s professional identity]." Journal of Sport Pedagogy & Research 7, no. 2 (November 2020): 41–51. http://dx.doi.org/10.47863/jmbb7646.

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This research focuses on the construction of the supervising teaching practice professional identity of the cooperating teacher. To this end, it explored the discourses on the teaching practices and teacher education experiences; the legitimate participation in teacher education and working spaces; and the teaching perspectives that substantiate the pedagogical relationships and learning trajectories in the context of professional practice. A case study was conducted to examine the narratives of cooperating teachers, an experienced and a beginner on the supervisory roles and tasks of the pedagogical practice of Physical Education pre-service teachers during an academic year. Data were gathered through interviews. The qualitative inductive thematic analysis was informed by grounded theory coding procedures. Themes included: i) challenges in interacting with the pre- service teachers; and ii) challenges in the (re)configuration of the supervisory practices. The reconstruction of the cooperating teacher’s professional identity happens in the doing of their roles, the confrontation with the challenges encountered, the negotiation of interactions with the pre-service teachers, and the implementation of teaching perspectives that inform their practices and pedagogical supervision relations.

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Laalisa. "EFEKTIVITAS PENGAWASAN SEKOLAH DASAR DI KOTA BAU-BAU." Jurnal Pendidikan 12, no. 1 (August 29, 2011): 52–61. http://dx.doi.org/10.33830/jp.v12i1.490.2011.

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The teacher profesionalism and accountability must be oriented to increase output quality. School supervising is part of the effort to increase student output and school quality. This research was aimed to elaborate: (1) the school's supervisor intensity in increasing elementary schoolteachers quality; (2) the quality of teachers at elementary school; and (3) the condition of elementary school supervisory management in Bau-Bau City. Data were analyzed descriptively.Results showed that the school's supervising were done regularly once or twice a month in the forms of evaluation and counseling. Teachers' mastery of the teaching skills were good. Mastery of classroom skills is the result of interaction of various factors, and one of these factors is the effectiveness of school supervision. Management factors that influence the regulatory policy of the school classroom teachers quality is generally considered adequate, except for the availability of financial resources which considered inadequate.

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Khazanatul Khairat. "SUPERVISI PENDIDIKAN DALAM MENGEMBANGKAN KOMPETENSI GURU MATEMATIKA PADA MADRASAH ALIYAH NEGERI (MAN) BEUREUNUEN KABUPATEN PIDIE." Visipena Journal 4, no. 1 (June 30, 2013): 1–11. http://dx.doi.org/10.46244/visipena.v4i1.111.

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Teaching supervision is one of factors influencing the development of teacher’s competence. This research used descriptive qualitative method. The data were collected through observation, interview and documentation. The subject of this research were the supervisors, principal, vice principal of curriculum affairs, math teachers, and chief of MGMP. The results of this research showed that (1) annual supervision program was compiled both for regency and municipality level by several supervisors employed by the coordinator of supervisor based on his authority that it then became a reference for supervisors in the area to compile semester program. (2) Techniques of supervision of education conducted by supervisors were class visit, class observation, orientation meeting, teacher meeting and sharing knowledge. The supervision conducted periodically based on supervision program. (3) The strategies used by supervisors in running their duties were collecting sample at each school, forming team teaching, and delegating vice principal and chief of MGMP. (4) The supporting factors were teachers’ willingness to be supervised and principal’s enthusiasm in supervising. On the other hand, the inhibiting factors were elderly supervisors recruited nearly retired, the amount of supervisors and teachers were disproportionately so that the supervision towards teachers were not balanced and there was no distribution of supervisors based on their background study.

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Budi Suhati Lestari, Sowiyah, and Dedy Hermanto Karwan. "The Principal’s Role as A Supervisor in Improving Teacher Performance at SDIT Baitul Jannah Bandar Lampung Performance." International Journal of Science, Technology & Management 1, no. 4 (November 30, 2020): 246–51. http://dx.doi.org/10.46729/ijstm.v1i4.72.

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Abstrak: Supervising is a cooperative service. Supervising can be understood to be helpful in two directions as it is applied. In other words, the supervised instructor and the supervisor themselves are promoted and reorganized so that, in turn, teachers may become professionals. This study was conducted to reveal: 1) The role of the Principal in Learning Preparation to enhance teacher success as an Instructional Supervisor. 2) The role of the Principal in integrating learning to increase success as an Instructional Supervisor. 3) The role of the Principal in Learning Assessment to enhance teacher efficiency as an Instructional Supervisor. The role of the Principal as a supervisor in improving teacher performance at SDIT BaitulJannah has been well achieved from the results of the study but needs to be improved again. The Principal has done his best to guide, direct, design, inspire, assess, and maintain good ties from within and outside the school. However, there were some hurdles, including the short-term supervision of all teachers. While support is required, namely the teachers' willingness to obtain guidance from SDIT Principal BaitulJannah, active involvement of students in school activities, help from superiors, and good relations between school members.

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Alzamil, Jwahir. "Principals’ Difficulties at Female Saudi Secondary Schools." Journal of Education and Learning 10, no. 2 (March 10, 2021): 124. http://dx.doi.org/10.5539/jel.v10n2p124.

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Teaching supervision is carried out by principals, and its purpose is to evaluate teachers’ teaching practices in the classroom. This study addresses a gap in the teaching supervision literature, which relates to the fact that studies in the teaching supervision literature have overlooked the obstacles principals face when supervising teachers in Saudi Arabia. The study was conducted over 10 days. Using semi-structured interviews, the data was collected from seven female principals in secondary schools. The results showed that the obstacles faced by principals fall into the following two categories: (a) obstacles to supervision caused by some teachers’ unhappiness about being observed in the classroom; and because some of them fail to admit to having faults; and (b) obstacles that centre on the classroom environment itself, including noisy students, boring classes, a large number of students, small classrooms, the large number of teachers in a single school, and having to supervise all the subjects. These findings indicate that: (a) principals encounter certain obstacles to supervising teachers which affect the quality of the supervision itself; and (b) supervision planners may be motivated to consider the obstacles faced by principals in their supervision of teachers, so having this information can be crucial for improving principals’ performance of supervision in Saudi Arabia.

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Novotová, Jitka, and Magda Nišponská. "Self-assessment and Assessment of Professional Competencies of Trainee Teachers During the Block Teaching Practice." Lifelong Learning 7, no. 1 (2017): 54–73. http://dx.doi.org/10.11118/lifele2017070154.

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The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers during the block teaching practice. The research sample consisted of 74 students of lower secondary and secondary school teaching programmes and also 74 supervising teachers were involved. The results revealed that the assessment of the students by the supervising teachers is significantly more positive compared to the self-assessment of the students. Further, it was found out that the best and the worst evaluated sub-competencies by the students and teachers correspond. The best evaluated were competencies related to reflexion and creation of teaching environment, the worst evaluated were competencies related to the evaluation of the pupils’ work. Authors discuss what do these results imply for the frame of undergraduate teacher training and they indicate possibilities how to comprehensively implement the evaluation tool and competency model in the teacher training.

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Lofquist, Eleanor W. "Insider's Guide to Supervising Student Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 4 (December 1986): 180–82. http://dx.doi.org/10.1080/00098655.1986.9959316.

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Fatimah, Sitti. "PERSEPSI MAHASISWA PPLK PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS FBS UNP TERHADAP TUGAS DAN TANGGUNG JAWAB GURU PAMONG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 4, no. 1 (December 18, 2010): 59. http://dx.doi.org/10.24036/ld.v4i1.7395.

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This article is written based on the research aiming at describing the duties and responsibilities of supervising teachers during the conduction of student-teaching program in the period of January-June 2010 by English department students. The data was taken from the questionnaires given to the student-teachers whose perceptions about the supervising teachers’ duties and responsibilities. Generally, the questionnaires asked the sample about the performing of duties and responsibilities by supervising teachers in three periods: observation, guided teaching and independent teaching period. Based on the data it is found that although in the third (independent teaching) period the supervising teachers performed their duties and responsibilities well, both in the first (observation) and second (guided teaching) period the supervising teachers did not perform their duties and responsibilities as they should have been.

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Khory, Fifukha Dwi, Setiyo Hartoto, Sudarso Sudarso, and Bayu Budi Prakoso. "Persepsi Guru Pamong Terhadap Kualitas Mahasiswa Calon Guru PJOK Saat Melaksanakan Program Pengelolaan Pembelajaran di Sekolah Mitra." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 4, no. 1 (May 18, 2018): 38. http://dx.doi.org/10.29407/js_unpgri.v4i1.12092.

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This study aims to determine the quality of prospective PE teachers (PPET) in implementing learning management program (LMP) in a partner school of Universitas Negeri Surabaya. Descriptive qualitative approach wa applied. The research subjects were ten PPET who conducted LMP. There were three criteria that would be assessed by the supervising teacher: (1) students’ feasibility to become a PE teachers; (2) need of teacher competence; and (3) competence in student teaching. Research findings showed that the average of students’ feasibility score as student teachers 80.5 (very feasible). Based on the supervising teacher’s perception, the school needs quality teachers who have good academic skills, master the latest curriculum and teaching materials, have good classroom management skills and problem solving, and are creative and inovative. The quality of PPET was sufficient because they were able to manage the class, develop a lesson plan based on the 2013 curriculum, master teaching techniques, know the latest information of the 2013 curriculum, have high self-development ability, dedication, and discipline. In conclusion, the results of this study were able to describe the quality of PPET in conducting LMP, but this study only had few subjects, the findings might not be able to generalize the whole population.

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Black, Glenda L. "Developing Teacher Candidates' Self-Efficacy Through Reflection and Supervising Teacher Support." in education 21, no. 1 (January 16, 2015): 78–98. http://dx.doi.org/10.37119/ojs2015.v21i1.171.

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The purpose of this study was to explore the complex cognitive and affective challenges of teacher candidates in their development toward self-efficacy in their teaching. Twenty-two teacher candidates recorded their challenges and thinking process during the last six weeks of their practicum. Following their placement, they completed a summative reflection, in which they noted changes in themselves and described when or if they felt confident as classroom teachers. Four themes emerge as the challenge or condition for their self-efficacy: effective classroom management, successful curriculum planning and implementation, positive rapport with students, and supervising teacher approval. This research suggests that teacher preparation program educators can support teacher candidates’ self-efficacy by understanding the developmental stages of teachers, supporting critical reflection, and using motivational and descriptive feedback to improve practical skills.Keywords: teacher self-efficacy; reflection; concerns-based stages model; transformational learning theory; and supervising teacher

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Sirojuddin, Akhmad. "BUDAYA SUPERVISI KEPALA SEKOLAH DENGAN PROFESIONALISME GURU DI SDN TARIK 1 SIDOARJO." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 5, no. 1 (April 8, 2020): 119–41. http://dx.doi.org/10.31538/ndh.v5i1.589.

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This study aims to determine the relationship Supervising Principal with the professionalism of teachers . The study subjects were 13 teachers who serve on SDN I Tarik Village Tarik, Sidoarjo regency. This study is a population. To obtain data on the Supervision of the Principal and Teacher Professionalism, used a questionnaire developed by the researchers. To achieve this goal, the data were analyzed by analysis of the product moment. This research is ex post facto. This study is a population, The population of this study were 13. Data were collected by using questionnaires with Likert scale and documentation. The analytical method used is the product moment analysis. For ease of calculation used SPSS Statistics 21 software. The results showed that : (1) Supervision Elementary School Principal I Tarik Village Tarik, is quite pretty, and the result is 65.38% (2) Professional Teacher SDN I Tarik Village Tarik, Sidoarjo regency quite well. Percentage of the value of questionnaires 79.23%, in the range of 76% -100% that can mean good. (3) There is a relationship between the Principal Supervising Teacher Professionalism SDN I Tarik Village Tarik, Sidoarjo regency. based on calculations that showed the acquisition of 0.366 which means "r" calculation is greater than the table either 5% significance level = 0.235, while the relationship is relatively weak incurred or low. Because based on the "r" calculation is 0.366 lies between 0.20 to 0.40 which interpretation is weak or low correlation.

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Nursilawana, Nursilawana. "Peningkatan Kemampuan Guru dalam Mengembangkan Rencana Pelaksanaan Pembelajaran (RPP) Berkarakter Melalui Supervisi Akademik dengan Pola Pendampingan." Journal of Elementary School (JOES) 1, no. 2 (December 30, 2018): 237–46. http://dx.doi.org/10.31539/joes.v1i2.475.

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The research objective was to find out the teachers ability in developing the character based lesson plan. The location of the research was at SD Negeri 20 Lebong with 9 teachers as the subject. It was a classroom action research, conducted in two cycles. The qualitative data were analyzed descriptively and calculated simply in percentage. The result, the teachers ability in developing the character based lesson plan has improved, namely from 37% in good category to 79%, medium category from 39 % decreased to 19%, and low category 24% decreased to 2%. In summary, the application of academic supervising individually and in group by appropriate steps can improve the ability of teacher in developing character based lesson plan. Keywords: Teachers' Ability, Academic Supervising, Character Based Lesson Plan

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Syukri, Ahmad, Nuzuar Nuzuar, and Idi Warsah. "Peran Kepala Madrasah dalam Meningkatkan Etos Kerja Guru." Journal of Administration and Educational Management (Alignment) 2, no. 1 (June 30, 2019): 48–60. http://dx.doi.org/10.31539/alignment.v2i1.725.

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The purpose of this study was to determine the role of the principal in improving teacher performance. Research uses a field research approach (field research). The results of the study, the headmaster always supervises or supervises by going around the classroom to see the teacher. In addition to supervising the teaching of the madrasah head teacher also plays a role in the process of monitoring or evaluating the work of all staff in the madrasah including the teacher, the madrasa head tries to influence teachers and employees to encourage enthusiasm for work and commitment to the task objectives. The conclusion of this research is the madrasa head plays an active role in efforts to improve the work ethic of teachers, namely by establishing harmonious relationships with fellow teachers (teachers), providing welfare to teachers who accommodate, control and evaluate teachers in carrying out their tasks so that they can change mindsets in building the character of the teacher, so that the teachers helped build the madrasas to be the foremost in accordance with their vision and mission. Keywords: The Principal's Role, Teacher's Work Ethic

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Myers, Diane, George Sugai, Brandi Simonsen, and Jennifer Freeman. "Assessing Teachers’ Behavior Support Skills." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 2 (March 23, 2017): 128–39. http://dx.doi.org/10.1177/0888406417700964.

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In this article, the authors provide an overview of empirically supported practices and techniques for monitoring and assessing teachers’ use of effective behavior support practices. They focus on how teacher preparation programs, administrators, and supervising teachers provide pre-service teachers with helpful feedback on their teaching performance. In addition, they describe a behaviorally based conceptual model for assessing teachers’ fluent and sustained use of empirically supported classroom behavior support practices and provide recommendations for enhancing the preparation of pre-service educators.

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Koç, Sevda, and Koray Akran. "The perceptions of supervising teachers on the prospective-teacher training: A phenomenographic research." Journal of Human Sciences 14, no. 1 (March 29, 2017): 976. http://dx.doi.org/10.14687/jhs.v14i1.4167.

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The main purpose of this research is to identify the perceptions of supervising teachers on prospective- teacher training through phenomenographic method. Phenomenography is a method which determines how the people perceive the events and issues around them and how they explain them by conceptualizing. The working group of the research includes Subject and Classroom teachers working in the central provinces of Siirt and Batman chosen by random sampling. As data collection tool, questions that teachers' personal information take place and a semi-structured interview form including three open-ended questions trying to state the perceptions about prospective- teacher training are prepared and in order to determine the validity of the questionnaire it was submitted to two experts. In accordance with the expert opinions, the interview form has been made ready to apply with necessary corrections. The first question in the interview form is “To me, the prospective- teacher training means…… ” the second one is “The positive sides of prospective- teacher training are……………………. Because……..”, and the third one is “The negative sides of the prospective-teacher training are ……….....Because……”. A period of 20-25 minutes is given to specify the perceptions of teachers on the prospective- teacher training. Teachers’ answers to these questions / opinions have been adopted as the main source of research data. These concepts and statements have been transferred to the computer and as a result of eliminations made in the computer, the remaining concepts and statements are divided into certain categories. Proposals have been made in accordance with the categories obtained.

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Taspinar, Fatma. "An evaluation of school directors’ and teachers’ views about supervisors’ communication skills." Contemporary Educational Researches Journal 9, no. 2 (May 31, 2019): 21–38. http://dx.doi.org/10.18844/cerj.v9i2.3970.

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Effective supervision is strongly related to the communication between the supervisor and the staff in an institution. The indication that shows the attainment of supervision is directly linked with how the staff of the supervised school understands the supervisor. Therefore, supervisors should be effective communicators and have the ability to apply it. The aim of this study was to examine and compare personal views of supervisors working for the Ministry of Education in Turkish Republic of North Cyprus (TRNC) about their communication skills and how they are perceived by the directors and teachers in primary education. A qualitative research design was used in this study. It was carried out in five primary schools in Güzelyurt in TRNC and a sampling method was followed. The data were collected in the 2015–2016 academic year through a semi-structured personal view form answered by the teachers, directors, and the supervisors supervising these schools. It was noted that communication among teachers, directors and supervisors, and verbal and non-verbal communication of the supervisors were similar, whereas during the communication procedure; conceptions to do with problems in supervising problems seemed to be different among the involved. Keywords: Communication skills, communication, educational supervision, pervision,

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Girmono, Girmono, Nusa Putra, and Nanang Fattah. "STUDI TENTANG SUPERVISI AKADEMIK DALAM UPAYA PENINGKATAN KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM PADA SEKOLAH MENEGAH PERTAMA DI KABUPATEN TANGERANG." Ta'dibuna: Jurnal Pendidikan Islam 6, no. 1 (March 7, 2017): 18. http://dx.doi.org/10.32832/tadibuna.v6i1.1017.

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<p class="Affiliation">The purposes of this study are: First, to know how the role of supervisors in supervising learning administrations and academic supervision to Islamic education teachers at school. Second, to know supervisors’ performance based on standard. Third, to know the handicaps in doing supervisors’ duties. Fourth, to know supervisors’ strategy in solving the problems. The Method used in this research is descriptive analysis with qualitative approaches. Based on the research goals above, it can be conluded: First, based on document analysis and teachers’ administration observation that teachers have had complete documents as guide lines in doing teaching learning process. However, most of teachers still adopted lesson planning they made from other schools. Second, that the supervisors of Islamic Relegious Education in doing their tasks is not maximum yet, such as monitoring eight national standards of education and assessing teachers’ performance. There are even other tasks, such as the activity of guiding and evaluating professional teachers which were not carried out. Third, the handicaps faced by supervisors were (1) the teachers who were absent in teachers’ forum, (2) the difficulties of changing teachers’ mindset in arranging program, and (3) the weakness of mastering Information Communication Technology. Fourth, the solutions offered are (1) the supervision goal is supposed to be communicated and comprehended by teachers, principals, and supervisors, (2) the supervision should be well-planned, constructive, and democratic, (3) the teachers should be involved in the process of planning and implementing supervision so that they understand procedures and advantages of supervision in developing their professionalism, (4) the supervision program should motivate to the changes in the teaching learning activity.</p><p class="Affiliation"><strong><em>Kata kunci</em></strong><em>: supervisi, akademik, PAI, profesionalisme.</em></p>

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Murray, Frank B., and Elaine M. Stotko. "The Student Teacher as an Agent of Instructional Reform: Effects of Student Teachers on Supervising Teachers." Action in Teacher Education 26, no. 3 (October 2004): 73–81. http://dx.doi.org/10.1080/01626620.2004.10463334.

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Malong, Jr, Camilo D., and Lorna T. General. "Supervising the Use of Mother Tongue Language in K-12 Education: IP School in Focus." International Journal of Management Excellence 11, no. 2 (August 31, 2018): 1527–73. http://dx.doi.org/10.17722/ijme.v11i2.1001.

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The purpose of this phenomenological study was to investigate and analyze the supervision of the use of mother tongue language in K to 12 education in Caraga Davao Oriental. Employing phenomenological approach with 14 school heads, in-depth interview and focus group discussion were conducted which revealed that most of the participants’ experiences in supervising mother tongue were frustration with ineptitude, collateral complications, collaboration among teachers, improved student engagement, and compassionate intervention. The coping mechanisms of the participants include being keen and efficient, being scientific and methodical, being creative and resourceful, peer mentoring, and benchmarking. Despite the rigors of life, the respondents shared insights based on their experiences. These include MTB language promotes cultural preservation, teachers need steady support, and administrators need a helping hand. The study implies that their realization after supervising and upon implementing what they have learned, they were amazed of the transformation that happened to their teachers in particular and the schools in general.

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Indrawati, Indrawati, and Anna Musyarofah. "Supervising Teachers’ Insight in Developing Motivation and Confidence of Pre-Service English Teachers During Teaching Practicum." SUSTAINABLE: Jurnal Kajian Mutu Pendidikan 2, no. 2 (December 5, 2019): 212–27. http://dx.doi.org/10.32923/kjmp.v2i2.989.

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Pre-Service English Teachers (PSTs) of Tarbiyah Fakulty of IAIN Syaikh Abdurrahman Siddik Bangka Belitung do their teaching practicum at high schools. Their supervising teachers play important role in evaluating, couching and mentoring them. In order to develop PSTs motivation and confidence during teaching and learning process, this study was conducted. Some supervising teachers from some high schools in Bangka regency and Pangkalpinang were interviewed. And the findings showed that PSTs should learn more about lesson planning, classroom management, and speaking skills. The result of the interviewed also gave a brief explanation about some subjects and courses that must be equipped by PSTs before they have their teaching practicum at schools.

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Hakim, Lukman. "The Role of Madrasah Principal in Teacher Performance Supervision." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (July 1, 2021): 794–98. http://dx.doi.org/10.35445/alishlah.v13i1.711.

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This study aims to obtain in-depth information related to the role of school principals in supervising teacher performance. Supervised performance is related to teaching and learning activities. The principal carries out supervision to improve the quality of teacher performance. This study used a qualitative approach with a survey method. Data were collected using observation, interviews, and documentation. Data analysis consists of the data reduction process, data presentation, conclusion drawing, and triangulation. The findings show that supervision activities by school principals have provided valuable input for teachers to improve the quality of education. The teacher has carried out teaching and learning activities that are adapted to current conditions. However, the identified shortcomings are in the mastery of digital technology devices as a tool that can support educational activities.

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Douglas, Sarah N., Shelley E. Chapin, and James F. Nolan. "Special Education Teachers’ Experiences Supporting and Supervising Paraeducators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 39, no. 1 (November 19, 2015): 60–74. http://dx.doi.org/10.1177/0888406415616443.

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Muyiman, Muyiman. "The strategy of Madrasa Ibtidaiya Principal in human resource development for increasing teachers’ professional and academic competency." MUDARRISA: Journal of Islamic Education 10, no. 1 (July 9, 2018): 127. http://dx.doi.org/10.18326/mdr.v10i1.127-147.

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The purposes of this research were to know the strategy of teachers’ professional development and to know teachers’ academic competence development conducted by the principal to the teachers of Madrasa Ibtidaiya (MI) in Wonosegoro Boyolali. The research type used in this thesis was qualitative research. The location of the research were some MI in Wonosegoro Boyolali, they were MI Muhammadiyah Ringinanom, MI Miftahul Ulum Bandung and MI Darul Ulum Karangasem. The data sources used were primary and secondary. The methods of the data collection were observation, interview, and documentation. The data analysis was done by using inductive method of thinking. The results of the research showed that the strategy of the principal of MI Muhammadiyah Ringinanom, MI Miftahul Ulum Bandung and MI Darul Ulum Karangasem in improving the teachers’ professional competence were by creating teacher training plan, arranging budget allocation, observing or assessing teachers’ performance, supervising or examining, giving exemplary, and socializing vision and mission of Madrasa. Human resource development efforts undertaken in developing the professionalism of teachers by conducting teachers’ performance management, Madrasa Working Group (KKM), education and training (diklat), seminar, and supervision to develop teachers' academic competence by conducting profession development and further studying.

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Opiola, Kristie K., Daniel M. Alston, and Brandi L. Copeland-Kamp. "The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach." Professional School Counseling 23, no. 1_part_2 (January 2020): 2156759X1989918. http://dx.doi.org/10.1177/2156759x19899181.

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This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

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Nikolina, Vera, Anna Loshchilova, Sergey Aksenov, Irina Lebedeva, and Nadezhda Bazarnova. "Development of the methods for the class teacher effectiveness assessment." LAPLAGE EM REVISTA 7, no. 3A (September 14, 2021): 644–64. http://dx.doi.org/10.24115/s2446-6220202173a1473p.644-664.

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The problem of developing a methodology for assessing the effectiveness of the class teacher’s educational activity and the possibility of its implementation in the context of an educational establishment has been getting more vital. The developed methodology for assessing the class teacher performance efficiency was tested on the basis of four educational establishments in Nizhny Novgorod, which are the clinical internship bases to train future teachers and class teachers at Minin University (Nizhny Novgorod), who were experts carrying out the examination of the methodology for assessing the performance efficiency according to the proposed indicators. The developed methodology for assessing the class teacher performance efficiency can be used in the practice of educational organizations to develop a system for assessing the encouragement of the class teacher performance, supervising his professional growth, developing individual trajectories of professional improvement, analytical conclusions, and expertise.

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Yılmaz, Aynur, and Sevinç Namlı. "The opinions of supervising teachers and teacher cadidates participated to teaching practice about professional competencyÖğretmenlik uygulaması dersine katılan uygulama öğretmeni ve öğretmen adaylarının mesleki yeterliklerine ilişkin görüşleri." Journal of Human Sciences 14, no. 3 (October 6, 2017): 3061. http://dx.doi.org/10.14687/jhs.v14i3.4223.

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The purpose of the research is to determine the opinions of the teacher candidates on the competence of the supervising teachers and the opinions of thesupervising teachers about the performances of the teacher candidates within the teaching practice lesson. The research was carried out in the spring semester of 2013-2014 academic years. The study was carried out on seven teacher candidates studying in the 4th grade at the Department of Physical Education and Sports Teaching of Kırıkkale University and six supervising teachers working in secondary and high schools. "Case study design” from qualitative research approaches was used in the research. Content analysis was used in the study. The competences of supervising teachers towards teaching practice lesson consists of the categories of “the ability of being effective in the orientation of teacher candidates”, “the ability of giving feedbacks to teacher candidates”, “the ability of providing information to teacher candidates in motivating children for lessons”, “the ability of expressing to teacher candidates which method and technique is used and why”, “the ability of giving information to teacher candidates about the lesson plans and programs” and “the ability of presenting effective classroom management to teacher candidates”. The professional competences of the teacher candidates were examined under two themes in terms of pedagogic and field information. As a result, the supervisingteachers found that the teacher candidates were inadequate in terms of theoretical knowledge for the branches.It has been found that the supervising teachers can provide feedback to the teacher candidates about the course performance presented in the class. Howeever; they said that they can not give enough knowledge to teacher candidates about preparing teacher plan and programme.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetAraştırmanın amacı, öğretmenlik uygulaması dersi kapsamında öğretmen adaylarının uygulama öğretmenlerinin yeterliğine ilişkin düşüncelerini ve uygulama öğretmenlerinin ise öğretmen adaylarının performanslarına yönelik görüşlerini tespit etmektir. Araştırma 2013-2014 Eğitim-öğretim yılı bahar döneminde yapılmıştır.Çalışma, Kırıkkale Üniversitesi Beden Eğitimi ve Spor Öğretmenliği Bölümü 4. sınıfta öğrenim gören yedi öğretmen adayı ile ortaokul ve liselerde görev yapan altı uygulama öğretmeni üzerinde gerçekleştirilmiştir. Araştırmada nitel araştırma yaklaşımlarından “durum çalışması deseni” kullanılmıştır. Çalışmada içerik analizi kullanılmıştır. Uygulama öğretmenlerinin öğretmenlik uygulaması dersine yönelik yeterlilikleri “Aday öğretmenlerin oryantasyonunda etkili olabilme, “öğretmen adayına dönüt verebilme”, “öğrencinin derse motive edilmesinde öğretmen adayına bilgi sağlayabilme”, “hangi yöntem ve tekniği niçin kullandığını öğretmen adaylarına açıklayabilme”, “ders plan ve programları hakkında öğretmen adaylarına bilgi sağlayabilme” ve “öğretmen adaylarına etkili sınıf yönetimi sunabilme” kategorilerini içermektedir. Öğretmen adaylarının mesleki yeterlikleri ise pedagojik açıdan ve alan bilgisi açısından yeterlik olarak iki tema altında incelenmiştir. Sonuç olarak uygulama öğretmenleri öğretmen adaylarınıbranşalara özgü teorik bilgi açısından yetersiz bulmuştur. Uygulama öğretmenlerinin ise sınıfta sunulan ders performansı hakkında öğretmen adaylarına geri bildirim sağlayabildikleri tespit edilmiştir. Ancak,ders plan ve programının nasıl hazırlanacağı kosununda öğretmen adaylarına yeterli bilgi veremedikleri görülmüştür.

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Apud, Apud. "STRATEGI PENINGKATAN MUTU GURU SEKOLAH DI LINGKUNGAN PESANTREN." Adaara: Jurnal Manajemen Pendidikan Islam 10, no. 1 (February 28, 2020): 87–96. http://dx.doi.org/10.35673/ajmpi.v10i1.870.

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This paper aims to describe the strategic efforts in improving the quality of school teachers in the pesantren environment, the problems of improving the quality of school teachers in the pesantren environment, the efforts and strategic steps of pesantren leaders in improving the quality of school teachers. The research method uses a descriptive-qualitative approach. Data collected through interviews, observations, and documentation. Data were then analyzed using Miles and Huberman analysis models. The results showed that the quality of school teachers in the pesantren environment could be done by fostering teacher quality, supervising teacher quality, providing facilities and infrastructure, planting commitments, and providing benefits.

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Geerdink, Gerda, Fer Boei, Martijn Willemse, Quinta Kools, and Haske Van Vlokhoven. "Fostering teacher educators’ professional development in research and in supervising student teachers’ research." Teachers and Teaching 22, no. 8 (July 7, 2016): 965–82. http://dx.doi.org/10.1080/13540602.2016.1200544.

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Munib, Abdul. "PENGEMBANGAN SUPERVISI PENDIDIKAN DI SMK. MAMBAUL ULUM BATA-BATA PAMEKASAN(Analisis Implementatif Terhadap Program Pembelajaran PAI)." Al-Ulum : Jurnal Penelitian dan Pemikiran Ke Islaman 5, no. 2 (July 13, 2018): 42–56. http://dx.doi.org/10.31102/alulum.5.2.2018.42-56.

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The focus of the research core is: 1) Form of development of education supervision, 2) Results of developing education supervision. The forms of education supervision development activities include: a) Maximizing the available potential, b) giving exemplary example, c) Providing freedom for teachers to be creative, d) Making good communication links to all parties, e) Supervising activities are carried out by means of gradually. While the results of the development of education supervision include: a) Principals' ability to organize and foster teachers, motivate and increase morale, uphold discipline, provide consultation, lead discussions, and help solve problems, develop the teaching profession, seek librarianship for teachers, giving teachers the opportunity to compile lesson material as additional books and creating a conducive, active and fun learning atmosphere, b) developing an applicable curriculum, creating an appropriate learning and teaching climate, directing teachers, coordinating teaching staff, providing new educational information, develop appropriate learning programs, develop learning materials with teachers, develop models of teaching and learning with teachers, develop learning aids with teachers, give examples of teaching and learning models, help create schools as cultural centers to develop students like a whole person, c) improve the implementation of curriculum support activities, establish relationships with the school community.

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Iriani, Dwi Sapitri, and Soeharto Soeharto. "Evaluasi Pelaksanaan Praktik Kerja Industri Siswa Kompetensi Keahlian Jasa Boga SMK N 3 Purworejo." Jurnal Pendidikan Teknologi dan Kejuruan 22, no. 3 (November 9, 2015): 274. http://dx.doi.org/10.21831/jptk.v22i3.6835.

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This study aims to investigate and evaluate: 1) component of context; 2) component of input; 3) component of process; and 4) component of product. The study employed the CIPP model. The research subjects were 65 respondents. The data were collected through a questionnaire, observations, interviews, and documentation. The quantitative data were processed descriptively using SPSS 16.0 program for Windows. The results of the study showed that for context component, there were 34.9% students who strongly agreed, 61.5% who agreed. There were 75% supervising teachers who strongly agreed, 25% who agreed. 100% BS/IS supervisors strongly agreed. The input component, there were 51% students who strongly agreed, 48.8% who agreed. There were supervising 87.5% teachers who strongly agreed, 12.5% who agreed. 100% BS/IS supervisors strongly agreed. The process component, there were 30.2% students who strongly agreed, 48.8% who agreed. There were 62.5% supervising teachers who strongly agreed, 37.5% who agreed. 100% BS/IS supervisors strongly agreed. The product component, there were 41.9% students who strongly agreed, 58.1% who agreed. There were 75.0% supervising teachers who strongly agreed, 25.0% who agreed. 100% BS/IS supervisors strongly agreed. In conclusion, all indicators in each component have been suitable with the implementation of the industrial work practicum in SMK N 3 Purworejo.

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Ngwenya, Victor Chaboneka, and Obert Ngwenya. "Supervising the Performance of Teachers in Bulawayo Metropolitan Province." Journal of Research in Marketing 8, no. 1 (November 7, 2017): 641. http://dx.doi.org/10.17722/jorm.v8i1.204.

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Wallace, Teri, Jongho Shin, Tom Bartholomay, and Barbara J. Stahl. "Knowledge and Skills for Teachers Supervising the Work of Paraprofessionals." Exceptional Children 67, no. 4 (April 2001): 520–33. http://dx.doi.org/10.1177/001440290106700406.

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This study identified competencies needed by teachers to supervise or direct the work of paraprofessionals in educational settings. Participants included 92 administrators, 266 teachers, and 211 paraprofessionals. Respondents completed a survey of prospective competencies for teachers supervising the work of paraprofessionals. In addition, respondents were asked about the extent to which they observed teachers' demonstration of these competencies in their school environments. Results of the study suggest that participants considered the competencies very important, but that the competencies were not observed as frequently as their perceived importance. For teachers who reported they did not demonstrate competencies, it was often due to a lack of preservice preparation or professional staff development opportunities. Implications for practice are discussed.

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Gumilet, Gail G., Bonimar T. Afalla, and Sanny J. Dangis. "Building a synergy between mentors’ field practices and teacher-trainees’ performance in student teaching." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 1060. http://dx.doi.org/10.11591/ijere.v10i3.21532.

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The gradual change from the position of a teacher-trainee to the role of a teacher depends on effective teamwork between educational institutions and the wider education community. Hence, this<strong> </strong>study ascertained the relationship between the field practices of college deans, supervising instructors, school principals, and teachers and the teaching performance of teacher-trainees. A descriptive-correlational study was employed in this study. A rating scale was used to collect data from the mentors and teacher-trainees who served as respondents. Descriptive statistics such as frequency counts, percentages, and weighted means were employed to describe the levels of mentors’ field practices and teaching performance of teacher-trainees. To establish a significant relationship between the variables, the Spearman rank-order of correlation coefficient was used. Results of the study show that when the deans, supervising instructors, school principals and cooperating teachers manifest an exceptional level of field practices in student teaching, it follows that all the dimensions of field practices are highly practiced. Further, when the teacher-trainees exhibit an exemplary teaching performance, all other dimensions of student teaching are also found to be remarkable. Finally, an outstanding field practice in the student teaching shows minor or slight influence in the outstanding teaching performance of teacher-trainees.

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Sherfinski, Melissa, Sharon Hayes, Jing Zhang, and Mariam Jalalifard. "“Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia." education policy analysis archives 27 (December 2, 2019): 151. http://dx.doi.org/10.14507/epaa.27.4327.

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We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers’ and teacher educators’ roles in protest at this moment when both are expanding simultaneously.

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Widodo, Singgih. "Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers' Performance." TEFLIN Journal - A publication on the teaching and learning of English 15, no. 1 (August 29, 2015): 91. http://dx.doi.org/10.15639/teflinjournal.v15i1/91-116.

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Many principals or heads of English departments usually use supervising checklists to monitor or evaluate their teachers' performance. As a matter of fact, teachers may not feel satisfied with the feedback they have got from their superiors. This paper aims at inspiring them with ideas of self learning to improve their own teaching performance for professional development. In this paper_ the writer would like to share his own experience as a principal and a head of the English department by exploring selfevaluation models to monitor language teachers' performance in the classroom. For this purpose, it is necessary to identify the needs of language teachers and later this teacher portfolio may also help principals or head of the department evaluate their teachers' performance.

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Romdon, Romdon. "The Effectiveness of Improving the Performance of Teachers of Islamic Religion Education Through Teacher Certification Programs in Sma / Smk In Bogor District." International Journal of Nusantara Islam 8, no. 2 (December 14, 2020): 215–25. http://dx.doi.org/10.15575/ijni.v8i2.10808.

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This research is motivated by the phenomenon that the effort to improve the quality of education at the senior secondary level is the teacher's performance. With good teacher quality, the learning process can take place in a quality manner, which in turn leads to quality output. One of the efforts to improve the performance of Islamic Education teachers is the provision of certification allowances for Islamic Religious Education teachers to improve their performance, which has been low so far. On the other hand, the certification of teachers for Islamic Religious Education at the SMA / SMK level is also very important, given the limited limitations of the government in appointing teachers as Civil Servants, so that the existence of teacher certification can be an alternative in an effort to improve teacher welfare. This study generally aims to obtain an overview of the certification program, implementation, evaluation, constraints and future solutions in improving the performance of SMA / SMK Islamic Religious Education teachers in Bogor Regency. The specific objectives of the study were to determine the objectives and programs, implementation, evaluation, constraints and solutions in the future to improve the performance of Islamic Education teachers of SMA / SMK in Bogor Regency through optimization of the PAI teacher certification function. This research uses a qualitative approach with a descriptive analysis method. Data collection was carried out through observation, interviews and documentation study. The results showed that the improvement of the performance of PAI SMA / SMK teachers in Bogor Regency through the teacher certification program has been implemented, and has had an optimal impact. This is shown, among others, by the level of teacher discipline in implementing learning at least 24 hours a week, being active in participating in training activities, workshops and educational seminars and improving the welfare of Islamic Education teachers. However, improving teacher performance is still constrained by both internal and external constraints. Internal constraints include low understanding, skills and motivation to carry out their main tasks and functions as educators. Meanwhile, the external obstacle is that the supervision of principals, supervisors and related agencies is still not optimal in an effort to improve teacher performance. The recommendations of this study include: the government needs to finance the implementation of the Teacher Professional Improvement program, apply strict discipline by making regulations for certified teachers, and the existence of cooperation between various parties in encouraging the teacher certification program. This is done by implementing strategic management in planning, implementing, evaluating and supervising the effectiveness of the certification program.

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Romdon, Romdon. "The Effectiveness of Improving the Performance of Teachers of Islamic Religion Education Through Teacher Certification Programs in Sma / Smk In Bogor District." International Journal of Nusantara Islam 8, no. 2 (December 14, 2020): 215–25. http://dx.doi.org/10.15575/ijni.v8i2.10808.

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This research is motivated by the phenomenon that the effort to improve the quality of education at the senior secondary level is the teacher's performance. With good teacher quality, the learning process can take place in a quality manner, which in turn leads to quality output. One of the efforts to improve the performance of Islamic Education teachers is the provision of certification allowances for Islamic Religious Education teachers to improve their performance, which has been low so far. On the other hand, the certification of teachers for Islamic Religious Education at the SMA / SMK level is also very important, given the limited limitations of the government in appointing teachers as Civil Servants, so that the existence of teacher certification can be an alternative in an effort to improve teacher welfare. This study generally aims to obtain an overview of the certification program, implementation, evaluation, constraints and future solutions in improving the performance of SMA / SMK Islamic Religious Education teachers in Bogor Regency. The specific objectives of the study were to determine the objectives and programs, implementation, evaluation, constraints and solutions in the future to improve the performance of Islamic Education teachers of SMA / SMK in Bogor Regency through optimization of the PAI teacher certification function. This research uses a qualitative approach with a descriptive analysis method. Data collection was carried out through observation, interviews and documentation study. The results showed that the improvement of the performance of PAI SMA / SMK teachers in Bogor Regency through the teacher certification program has been implemented, and has had an optimal impact. This is shown, among others, by the level of teacher discipline in implementing learning at least 24 hours a week, being active in participating in training activities, workshops and educational seminars and improving the welfare of Islamic Education teachers. However, improving teacher performance is still constrained by both internal and external constraints. Internal constraints include low understanding, skills and motivation to carry out their main tasks and functions as educators. Meanwhile, the external obstacle is that the supervision of principals, supervisors and related agencies is still not optimal in an effort to improve teacher performance. The recommendations of this study include: the government needs to finance the implementation of the Teacher Professional Improvement program, apply strict discipline by making regulations for certified teachers, and the existence of cooperation between various parties in encouraging the teacher certification program. This is done by implementing strategic management in planning, implementing, evaluating and supervising the effectiveness of the certification program.

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Sugandi, Ugan, Denny Hernawan, and Ike A. Ratnamulyani. "HUBUNGAN PENGAWASAN DENGAN EFEKTIVITAS KERJA PEGAWAI." JURNAL GOVERNANSI 1, no. 1 (March 18, 2017): 35. http://dx.doi.org/10.30997/jgs.v1i1.272.

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The research method was associative. The data collection techniques used was literature and field studies. The study population amounted to 47 respondents. The sampling technique used was simple random sampling. Determination of the sample used Yamane formula so the result sampling was 32 respondents. To determine the degree of correlation was used Pearson Product Moment Correlation. The results of research recapitulation variable supervision showed the average score of 3.2 which categorized medium and the recapitulation teacher performance variables obtained an average score 4.45 which categorized very good, the product moment correlation significance test for n = 32 , standard error of 5%, then the value of rtable=0.349. then rcount 0.195 the count was less than rtable=0.349, so 0.195 was a significant correlation coefficient. The research conclusion showed that the influence of principal supervising toward teacher performance by 19.5% and the remaining 80.5% was determined other factors, such as the assessment of teachers by students, delivery of teaching material according to the students opinion, incentives, teacher certification. Key word: Supervision, Performance, Teacher.

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Darmawati, Darmawati, R. Akhmad Munjin, and G. Goris Seran. "PENGARUH SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU DI SMP NEGERI 1 PARUNG KECAMATAN PARUNG KABUPATEN BOGOR." JURNAL GOVERNANSI 1, no. 1 (March 18, 2017): 13. http://dx.doi.org/10.30997/jgs.v1i1.294.

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The research method was associative. The data collection techniques used was literature and field studies. The study population amounted to 47 respondents. The sampling technique used was simple random sampling. Determination of the sample used Yamane formula so the result sampling was 32 respondents. To determine the degree of correlation was used Pearson Product Moment Correlation. The results of research recapitulation variable supervision showed the average score of 3.2 which categorized medium and the recapitulation teacher performance variables obtained an average score 4.45 which categorized very good, the product moment correlation significance test for n = 32 , standard error of 5%, then the value of rtable=0.349. then rcount 0.195 the count was less than rtable=0.349, so 0.195 was a significant correlation coefficient. The research conclusion showed that the influence of principal supervising toward teacher performance by 19.5% and the remaining 80.5% was determined other factors, such as the assessment of teachers by students, delivery of teaching material according to the students opinion, incentives, teacher certification. Key word: Supervision, Performance, Teacher.

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허미경 and Eun-Jeong Kim. "Pre-service and supervising English teachers' perception of teaching practicum." English Language Teaching 22, no. 2 (June 2010): 343–66. http://dx.doi.org/10.17936/pkelt.2010.22.2.014.

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Nielsen, Wendy, Juanjo Mena, Anthony Clarke, Sarah O’Shea, Garry Hoban, and John Collins. "Australia’s supervising teachers: motivators and challenges to inform professional learning." Asia-Pacific Journal of Teacher Education 45, no. 4 (March 24, 2017): 346–68. http://dx.doi.org/10.1080/1359866x.2017.1304527.

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Rakhmawati, Siti, Bambang Budi Wiyono, and Sultoni Sultoni. "Keterampilan Manajerial Kepemimpinan dan Supervisi Pengajaran Kepala Sekolah dan Iklim Organisasi serta Hubungannya dengan Kinerja Guru." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 11 (November 30, 2021): 1680. http://dx.doi.org/10.17977/jptpp.v5i11.14203.

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<div align="center"><table class="KisiTabel1" width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>School principals’ skills need to be enhanced in order to improve teachers’ performance. This article discusses both simultaneous and partial relationship between managerial skill and supervising skill of school principals in improving teachers’ teaching skill and school climate among state-owned high school teachers. This quantitative research was conducted in the form of descriptive correlation research. research data were collected using questionnaires and documentation. The population of this research included 394 state-owned high school teachers in Pasuruan District. The samples of this research were limited to 195% teachers or 50% which were determined using the Krecjie table. The results of the data analysis indicated a significant an positive relationship between school principals’ managerial skill and teachers’ performance. Another positive and significant relationship was also found between school principals’ supervising skill in improving teaching skills in relation to the improvement of teachers’ performance. In addition, the school climate was also found to share significant relationship with teachers’ performance enhancement among state-owned high school teachers in Pasuruan District. Whereas, the correlation coefficient was found at 0.785, indicating that there was a simultaneous positive and significant relationship between managerial skill and supervising skill in improving the teaching skill and school climate in relation to the improvement of teachers’ performance. The rest 21.5% of the relationship might be influenced by other factors that were not discussed in this research.</p><p><strong>Abstrak: </strong>Keahlian yang dimiliki oleh seorang kepala sekolah merupakan sesuatu yang harus ditingkatkan dengan berbagai cara agar membantu dalam meningkatkan kinerja guru agar lebih baik lagi. Oleh karena itu, artikel ini membahas mengenai hubungan keterampilan manajerial, keterampilan supervisi kepala sekolah dalam meningkatkan kemampuan pengajaran, dan iklim sekolah terhadap kinerja guru SMA Negeri dengan cara bersama-sama (simultan) ataupun secara parsial (antar variabel independen dan dependen). Penelitian ini menggunakan pendekatan kuantitatif serta memakai rancangan deskriptif korelasi. Pengambilan informasi menggunakan kuesioner berupa angket dan dokumentasi. Populasi yang dipakai merupakan semua guru SMA Negeri di Kabupaten Pasuruan berjumlah 394 guru. Besarnya sample yaitu 195 guru atau dapat dikatakan 50% dari Populasi. Hasil dari perhitungan yang dilakukan menjelaskan ada hubungan yang signifikan serta positif antara Keterampilan manajerial Kepala sekolah dengan kinerja guru yang ada di SMA Negeri se kabupaten Pasuruan, adanya hubungan yang positif serta signifikan antara keterampilan supervisi dalam meningkatkan kemampuan pengajaran terhadap kinerja guru SMA Negeri di kabupaten Pasuruan, adanya hubungan signifikan ikim sekolah terhadap Kinerja guru yang ada di SMA Negeri se-kabupaten Pasuruan. Dilihat dari nilai koefisien korelasi dengan haasil 0,785 menunjukkan bahwa sebesar 78,5% secara Bersama-sama terdapat hubungan positif sertaa signifikan antara keterampilan manajerial, keterampilan supervisi dalam menigkatkan kemampuan pengajaran dan iklim sekolah terhadap kinerja Guru. Selisihnya 21,5% berhubungan pada faktor lain yang bukan variabel dalam artikel.<strong></strong></p></td></tr></tbody></table></div>

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Latifah, Diah. "The Role of In-Service Teacher in Supervising Pre-Service Teachers during Teaching Practicum Program." Harmonia: Journal of Arts Research and Education 14, no. 2 (December 1, 2014): 88. http://dx.doi.org/10.15294/harmonia.v14i2.3290.

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Isnaini, Muhammad. "KEPEMIMPINAN KEPALA SEKOLAH SEBAGAI SEORANG SUPERVISOR DALAM PENGAWASAN KINERJA GURU DI SEKOLAH DASAR." El-Tsaqafah : Jurnal Jurusan PBA 18, no. 2 (December 30, 2019): 215–28. http://dx.doi.org/10.20414/tsaqafah.v18i2.1871.

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The main focus which discus in this research is how thesupervision is carried out by the principal as a supervisor. The principal’sleadership function is to carry out school management and guidancethrough administration, management and leadership activities that arehighly dependent on their abilities. The method used is a case study becauseit is to maintain the integrity of the system in a routine program. Thepurpose of this study is to determine the effectiveness of the principal’sleadership as a supervisor in supervising teacher performance. Based onthe analysis conducted concluded as follows. (1) The principal’s supervisionof teachers in primary schools has a very strategic role in determiningpolicies and improving the quality of learning processes towards achievingthe expected goals. (2) The principal is the school leader who regulates anddetermines administrative functions including the supervision function(supervision) individually or in groups, (3) In addition to the principal, theteacher also has a very decisive role in achieving the educational goals

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O'Neill, Adrienne, and Mary Ann Coe. "Increasing reflective instructional decision making by clinically supervising teachers using telecommunications." ACM SIGCUE Outlook 24, no. 4 (October 1996): 19–23. http://dx.doi.org/10.1145/247929.240960.

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Sheridan, Lynn, and Sharon Tindall-Ford. "“Fitting into the Teaching Profession”: Supervising Teachers’ Judgements During the Practicum." Australian Journal of Teacher Education 43, no. 8 (August 2018): 46–64. http://dx.doi.org/10.14221/ajte.2018v43n8.4.

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Kurebwa, M., N. Wadesango, and V. O. Wadesango. "Challenges Faced by Deputy Heads in Supervising Teachers in Primary Schools." International Journal of Educational Sciences 9, no. 2 (May 2015): 187–97. http://dx.doi.org/10.1080/09751122.2015.11890309.

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Osborne, Barry, and Lyn Henderson. "Black and White Perspectives of Teaching Practice 1: Supervising Teachers’ Perspectives." South Pacific Journal of Teacher Education 13, no. 2 (November 1985): 30–43. http://dx.doi.org/10.1080/0311213850130204.

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Journal articles on the topic 'Supervising teachers'

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