Journal articles on the topic 'Supervisor'
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1
Ladany, Nicholas, Deborah Lehrman-Waterman, Max Molinaro, and Bradley Wolgast. "Psychotherapy Supervisor Ethical Practices." Counseling Psychologist 27, no. 3 (May 1999): 443–75. http://dx.doi.org/10.1177/0011000099273008.
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The overall purpose of this article is to present a review of the literature that identifies the salient ethical guidelines related to the practice of supervision and to discuss the results of a study that examined supervisor ethical practices. In terms of our investigation, we examined supervisee perceptions of their supervisors’ adherence to ethical guidelines, supervisee reactions to ethical violations, and the relationships among supervisor ethical behaviors, the supervisory working alliance, and supervisee satisfaction. The results indicated that 51% of the 151 beginning to intern-level supervisees sampled reported at least one ethical violation by their supervisors. The most frequently violated guidelines involved adequate performance evaluation, confidentiality issues relevant to supervision, and ability to work with alternative perspectives. Greater nonadherence to ethical guidelines was significantly related to a weaker supervisory alliance and lower supervisee satisfaction. Limitations and implications for psychotherapy supervision theory, research, and practice are addressed.
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Harwood, Nigel, and Bojana Petrić. "Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities." Journal of International Students 9, no. 1 (January 8, 2019): 150–71. http://dx.doi.org/10.32674/jis.v9i1.276.
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Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
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Stephens, Simon. "The supervised as the supervisor." Education + Training 56, no. 6 (August 5, 2014): 537–50. http://dx.doi.org/10.1108/et-10-2012-0095.
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Purpose – The relationship between doctoral students and their supervisors impacts on degree completion rates; faculty research performance; and postgraduate satisfaction with their alma mater. The purpose of this paper is to explore the relationship between the experience of supervision and subsequent supervision practices. Design/methodology/approach – Totally, 40 supervisors who are doctoral students/graduates were approached to participate in the study, and 32 agreed. For each participant, data were collected to explore their development as a supervisor. Findings – Supervisors seek guidance from textbooks, workshops, peers, colleagues and their doctoral supervisor to develop as a supervisor. Their supervision style emerges as a reaction to both positive and negative experiences of supervision. A recurring theme in the data is that if there is something missing in the supervision experience, the student will emphasise this element in their approach to supervision. Practical implications – The changing nature of doctoral provision is changing the role of the supervisor. This paper explores the relationship between a student and their supervisor. The outcome is that insights are provided into how the experience of doctoral supervision is reflected in the supervisory practices of the supervised. Originality/value – The impact of the supervisor on the doctoral student's/graduate's subsequent approach to supervision can be mapped against previous research. Additional research is needed to identify the different styles of supervision practised, and how each style is valued within the academic community.
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Pagga, Pagga, Abd Rahman Getteng, Khalifah Mustami, and St Syamsudduha. "KINERJA SUPERVISOR DAN KREATIVITAS GURU PAI." Idaarah: Jurnal Manajemen Pendidikan 4, no. 2 (November 20, 2020): 129. http://dx.doi.org/10.24252/idaarah.v4i2.15936.
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This study aims to determine the supervisor's performance and the creativity of the Islamic Religious Education teachers at SMAN Sinjai Regency. This research used qualitative research. The data analysis technique used is data reduction, data presentation, data collection using descriptive exploratory analysis techniques, and inductive qualitative methods. The result was found that the supervisor's performance in the preparation of supervisor program planning had been compiled in an accurate manner and the implementation of supervisor supervision had been implemented in the field continuously. PAI teacher creativity in SMA Negeri Sinjai Regency has increased through several programs that have been carefully prepared by supervisors. The supporting factors for supervisors in increasing the creativity of PAI teachers are the existence of supervisory standardization arrangements and the presence of collectors. As for the inhibiting factors for supervisors, namely the number of target schools that are too many, the busyness of the supervisors outside the supervision program, the number of supervisors is still low, and the teacher's perception of supervision activities is still not good.
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Vîșcu, Loredana Ileana, Clifton Edward Jr Watkins, and Ioana Eva Căadariu. "Group Supervision in Psychotherapy - Development Stages, Development Phases of the Supervisory Relationship and the Supervisee’s Development Levels." International Journal of Supervision in Psychotherapy 2021, no. 3 (June 1, 2021): 7–27. http://dx.doi.org/10.47409/ijsp.2021.3.1.
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The organisation and supervision of a group of therapists, during a long period of time, are commitments that the supervisor thinks about both before starting the activity with the group and throughout the existence of the group. Supervision models can provide a mental map accordingly used by the supervisor in the journey with each supervisee, but also with the group as a whole. During each supervision session, the supervisor places the group as a whole in a development stage (coagulation, maturation, final) and identifies at the stage of development for the supervisory relationship [1] with each member of the group and with his/her level of development [2], but also with the entire group, adapting his/her style to the characteristics of each supervisee, but also to the characteristics of the group as a whole. The learning alliance is the centre of the supervision relationship. The aim of the paper is to integrate the development stages of the supervision group with the development phases of the supervisory relationship and with the supervisee’s development levels. The paper is based on our practical activity as supervisors in group supervision.
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Perris, Carlo. "Supervising Cognitive Psychotherapy and Training Supervisors." Journal of Cognitive Psychotherapy 8, no. 2 (January 1994): 83–103. http://dx.doi.org/10.1891/0889-8391.8.2.83.
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Independent of theoretical orientation, most schools of psychotherapy rightly regard supervision as one of the most important components of the training of therapists. The issue of supervision seems sorely neglected in the cognitive psychotherapy literature, however. The aim of this article is to contribute to filling the gap that apparently exists. Aspects discussed include a conceptualization of the supervisory process from the point of view of the supervisee and the supervisor, and issues related to the interpersonal context of supervision with special regard to possible sources of conflict between supervisor and supervisee. Finally, issues relating to the formal training of supervisors will be treated and the approach of the Swedish Association for Cognitive Psychotherapy will be highlighted.
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Supriatna, Ade, Ulfiah Ulfiah, Nandang Koswara, and Sayid Muhamad Rifki Noval. "Supervision Management Of Supervisor Managerial In Improving Performance Head Of Madrasah Tsanawiyah In Bandung District." International Journal of Educational Research & Social Sciences 3, no. 5 (October 15, 2022): 1844–50. http://dx.doi.org/10.51601/ijersc.v3i5.495.
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Facing the demands of improving the quality of education, an important component that should not be ignored is the Head of Madrasah. Madrasah principals are required to have managerial competence in managing madrasas. The competence of the Madrasah Head can be carried out properly, one of which is supported by the guidance carried out by the education supervisor through a managerial supervision program. Therefore, the focus of this research is the management of supervisory managerial supervision in improving the performance of the head of MTs in the Ministry of Religion of Bandung Regency so that the expected output is increasing the quality of managerial supervision of Madrasah Tsanawiyah (MTs) supervisors, especially Madrasah Tsanawiyah Supervisors (MTs) Darussalam Arjasari, Madrasah Tsanawiyah ( MTs) Al-Ihsan Ciparay and Madrasah Tsanawiyah (MTs) Al-Matsur Pamengpeuk. This study aims to analyze and find empirically about the management of managerial supervision carried out by MTs Supervisors in improving the performance of the head of Madrasah Tsanawiyah (MTs) in the Ministry of Religion of Bandung Regency. The research process is carried out through the identification of phenomena that occur in planning, implementing, organizing, monitoring, impacting, supporting factors and obstacles to managerial supervision of the madrasah principal. The respondents were Supervisor, Head of Madrasah and Head of Madrasah Section, Ministry of Religion, Bandung Regency. The results of his research that the implementation of managerial supervision carried out by the supervisor of MTs Darusalam, Al-Ihsan, Al-Mansur can affect the performance of the madrasa principal. The supporting factor is the good relationship between the MTs Supervisor and the Head of Madrasah Tsanawiyah. The obstacles to managerial supervision are the lack of coordination between supervisors and the Madrasah Section and the supervisor's role is not functioning optimally. The solutions are: the supervisor's role as a partner, partner, motivator, negotiator, consultant, innovator, evaluator, the conclusion is that: First, supervisors carry out supervision to improve and improve the performance of the Head of Madrasah Tsanawiyah starting with planning, implementation to evaluation. Both supervisions are carried out to monitor, improve programs, and carry out follow-up supervision for the realization of improving the performance of madrasah principals so that they are motivated to advance education. The research product is a coordination forum between the head of the madrasah section or the Head of the Ministry of Religion with the Supervisor and Supervisory Assessment with the PKPM program (Performance Assessment of Madrasah Supervisors).
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Rankine, Matt. "The internal/external debate: The tensions within social work supervision." Aotearoa New Zealand Social Work 31, no. 3 (September 30, 2019): 32–45. http://dx.doi.org/10.11157/anzswj-vol31iss3id646.
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INTRODUCTION: Supervision is crucial to social workers’ practice. Within the current managerial social services environment, the supervisor juggles organisational and professional accountabilities—organisational agendas often dominate practitioners’ reflection. In response, alternative types of supervision have emerged, one of which is external supervision.METHODS: This paper analyses qualitative discussions with key informants and supervisory dyads in community-based child welfare services regarding reflective practices in supervision. Internal and external supervision arrangements were discussed in depth relative to their impact on social work practice.FINDINGS: Analysis of discussions identified four themes: the significance of external supervision for building capacity, resilience and confidential reflective space; the role of internal supervision for managerial and organisational agendas; tensions associated with external supervision regarding funding and accountability; and important attributes of the supervisor in successful working relationships.CONCLUSIONS: External supervision is essential for professional competence but considerable inter-organisational variation exists in how this is utilised. Three key considerations emerged: accountabilities of external supervisor, supervisee and internal supervisor towards collaborative practice, evaluation and feedback; purchasing of external supervision; and the professional development of external supervisors. Further education connecting the importance of the supervisory relationship to realise critical thinking and practice development is essential for the future of social work.
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Herdiawan, Rama Dwika. "The Implementation of Clinical Supervision Models towards The Language Teaching and Learning." Research and Innovation in Language Learning 1, no. 1 (April 18, 2018): 29. http://dx.doi.org/10.33603/rill.v1i1.1079.
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The effective supervision assists the teacher trainees or supervisee develop themselves in terms of the professional development such as teaching instrustions or methods, content, and also pedagogy. This article is aimed to explore as well as discuss the related literature particularly on clinical supervision. It describes best practices in clinical supervision through a set of relevant previous studies, and the roles of supervisor, supervisee, and the students in relation to the use of clinical supervision models used. It also deals with providing some useful guidelines for students and supervisors (not only for clinical students) to pursue the development of relationship among them in conducting the clinical supervision models. Therefore, the review of related literature focuses on clinical supervision which is expected to help the whole parties in the supervisory process to accelerate their goals as well as obejctives clearly, and also to minimize the potential problems and facilitate the implementation of effective supervision.Keywords: Clinical Supervision Models, , Teaching and Learning Language, Supervisor, Supervisee.
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MUSBAHAERI, MUSBAHAERI. "OPTIMALISASI KEDUDUKAN, TUGAS POKOK, DAN FUNGSI PENGAWAS PENDIDIKAN AGAMA ISLAM (PAI)." DIDAKTIKA 11, no. 2 (June 20, 2019): 201. http://dx.doi.org/10.30863/didaktika.v11i2.166.
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Supervisors of Islamic Education (PAI) have a very important role in improving the quality of education both in terms of process and output. Its position as supervisor of PAI subjects in schools to support the implementation of the PAI teacher's duties. The main task is to plan supervision, foster, monitor, and assess the implementation of learning PAI, and prepare supervisor report. Function as a supervisor to carry out academic supervision for teachers PAI. The results of supervision will be the evaluation material to carry out the guidance of PAI teachers. Given the importance of the PAI supervisory duties, it is deemed necessary to optimize the position, the main duty and function so that the PAI supervisor is not considered an unnecessary position. This optimization involves enhancing local government and ministerial cooperation in managing the division of supervisory tasks, developing the profession of PAI supervisors, and making PAI supervisors the first priority to be equipped with the latest knowledge and information related to Islamic religious education.
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Meydan, Betül. "Turkish First-Time Supervisees’ Disclosure and Nondisclosure in Clinical Supervision." Qualitative Research in Education 9, no. 1 (February 28, 2020): 1. http://dx.doi.org/10.17583/qre.2020.4304.
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This study sought to examine Turkish first-time supervisees’ opinions regarding disclosure and nondisclosure in clinical supervision via a case study design. The data was collected from 19 volunteer first-time supervisees through a semi-structured interview form and analyzed with content analysis. Results indicated that supervisees’ content of disclosures included supervisory needs and thoughts about supervisor while content of nondisclosure consisted of personal issues, supervision-related issues, and negative feelings about client. Nevertheless, supervisee disclosure was positively influenced by supervisor’s personal characteristics and interventions; supervisee’s expectations from disclosure and personal characteristics, as well as existence of peers in supervision environment and strong supervisory relationship. However, supervisor’s personal characteristics; supervisee’s personal characteristics, negative attitudes toward disclosure, and supervision; and also peers, poor supervision time, poor structure for supervision, evaluation concerns, and weak supervisory relationship have some negative effects on supervisee disclosure. Moreover, supervisee disclosure and nondisclosure had intense effects on supervisee and supervision.
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Ghazali, Nor Mazlina, Wan Marzuki Wan Jaafar, and Azzahrah Anuara. "Supervision Outcomes as Predictor to The Supervisory Relationship and Supervision Contextual Factors: Study on The Internship Trainee Counsellors." MATEC Web of Conferences 150 (2018): 05073. http://dx.doi.org/10.1051/matecconf/201815005073.
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The purpose of this study was to investigate the influence of the supervisory relationship and contextual supervision factors on the supervision outcomes among trainee counsellors. Respondents were 120 trainee counsellors and 18 supervisors from four public universities in Malaysia. Eight instruments were used in measuring the variables. The Supervisory Working Alliance Trainee Inventory (SWAI-T) was administered to measure the supervisory working alliance among trainee counsellors and the Role Conflict Role Ambiguity Inventory (RCRAI) was administered to measure the role conflict among trainee counsellors. Meanwhile, the Supervision Interaction Questionnaire – Supervisee and Supervisor Inventory (SIQ-S) was used to measure the interaction between trainee counsellors and supervisor and the Counsellor Rating Form – Short (CRF-S) was used to measure the characteristics of the supervisors in supervision. The Selective Theory Sorter (STS) inventory was used to measure the counselling orientations among the trainee counsellors and supervisors whereas the Multicultural Counselling Knowledge and Awareness Scale (MCKAS) measures the knowledge and awareness toward multicultural counselling among trainee counsellors. The Supervision Outcomes Survey (SOS) and the Counsellor Performance Inventory (CPI) were utilized to measure the satisfaction and performance among trainee counsellors. Results have revealed that there was a significant correlation between the supervisory relationship (supervisees’ working alliance, supervisees’ role conflict, supervision interaction, supervisors’ attributes) and supervision outcomes, r (118) = .53; p < .05. Other factors that have contributed to the significant correlations of supervision outcomes were supervisees’ working alliance, supervisees’ role conflict, and supervisors’ attributes, r(120) = .55; p < .05; r (120) = .21; p < .05; and r (116) = .50; p < .05 respectively. However, the result has shown that there was no significant correlation between the supervision contextual factors (supervisees’ and supervisors’ counselling orientation and supervisees’ cultural knowledge and awareness) and supervision outcomes. The Multiple Regression analyses reported that the supervisory relationship had an influence on the supervision outcomes, R2 = .28, F (1,105) = 40.2, p < .05. Meanwhile, the supervision contextual factors had no influence on the supervision outcomes. Based on the research findings, the model signified that the supervision process could bring out changes in the supervisees. Practically, the supervisees’ working alliance was a significant factor that has influenced the supervisees’ development. Therefore, the academic supervisor should consider the supervisees’ role conflict, supervision interaction, and supervisors’ attributes during supervision. It is recommended that the differences between supervision interaction of the supervisors and the supervisees are to be examined in the future research.
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Nawati, Sri. "EVALUATION OF BASIC SCHOOL PROGRAM IN PASER REGENCY EAST KALIMANTAN." JISAE: Journal of Indonesian Student Assessment and Evaluation 4, no. 1 (May 15, 2019): 30–36. http://dx.doi.org/10.21009/jisae.v4i1.8027.
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This study aims to determine the success of the program through the correct mechanism for the preparation of supervision programs, supervision and supervisory reports conducted by elementary school supervisors in Paser Regency East Kalimantan. This is an evaluation research using Formative-Summative Model By Scriven, the subjects in this study are school supervisors, supervisor coordinators, teachers, and principals. Selection of informants in this study was conducted by purposive sampling of teachers and principals while supervisors became the main object in the study. Data analysis was done by qualitative descriptive analysis. The conclusion of the elementary school supervisory program in Paser Regency East Kalimantan is specifically through formative evaluation there has been deviation on the preparation, implementation, and reporting of the program results so that the result of summative evaluation shows the failure of the supervisor in conducting the supervision. In general, it can be concluded: 1) Elementary School Supervisor in Paser Regency has performed its duty in accordance with the regulation of the functional position of supervisor that is at least 10 schools. 2) Obstacles in the implementation of supervision of the supervisor have not been able to develop the program well. 3) Overall results of the implementation of the supervisory program cannot be used to formulate the success of education in Paser Regency East Kalimantan.
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Nawati, Sri. "EVALUATION OF BASIC SCHOOL PROGRAM IN PASER REGENCY EAST KALIMANTAN." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 4, no. 1 (May 15, 2019): 30–36. http://dx.doi.org/10.21009/jisae.041.04.
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ABSTRACT
This study aims to determine the success of the program through the correct mechanism for the preparation of supervision programs, supervision and supervisory reports conducted by elementary school supervisors in Paser Regency East Kalimantan. This is an evaluation research using Formative-Summative Model By Scriven, the subjects in this study are school supervisors, supervisor coordinators, teachers, and principals. Selection of informants in this study was conducted by purposive sampling of teachers and principals while supervisors became the main object in the study. Data analysis was done by qualitative descriptive analysis. The conclusion of the elementary school supervisory program in Paser Regency East Kalimantan is specifically through formative evaluation there has been deviation on the preparation, implementation, and reporting of the program results so that the result of summative evaluation shows the failure of the supervisor in conducting the supervision. In general, it can be concluded: 1) Elementary School Supervisor in Paser Regency has performed its duty in accordance with the regulation of the functional position of supervisor that is at least 10 schools. 2) Obstacles in the implementation of supervision of the supervisor have not been able to develop the program well. 3) Overall results of the implementation of the supervisory program cannot be used to formulate the success of education in Paser Regency East Kalimantan.
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Hasanah, Nur. "Supervision of Academic Supervisor and Quality of Education in Madrasah Ibtidaiyah." MUDARRISA: Jurnal Kajian Pendidikan Islam 11, no. 1 (June 30, 2019): 34–52. http://dx.doi.org/10.18326/mdr.v11i1.34-52.
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Supervisors are one of the most important elements in ensuring the quality of madrasah education. Therefore, the duty of the supervisor have to be in accordance with the work program about the quality of education in the madrasah is in accordance with the standards set by the madrasah. The maximum implementation of supervisory to the academic supervision will help the quality of madrasah education to be achieved. This study aims to determine the academic supervisory competence of madrasah supervisors, the quality of madarasah education, and the relation of academic supervisory competence and the quality of Madrasah Ibtidaiyah education in the Sub-district of West Ungaran Barat, Semarang District.This study used the method of observation, interviews, and documentation. And the data analysis used flow flows. The conclusion of this study was that the academic supervision competence of the Madrasah Ibtidaiyah supervisor has been carried out but has not been maximally in accordance with the supervisor's work program. While, the education quality of MI Nyatnyono 2 and MI Lerep in the process standards and results have not been maximized. And the relations of the supervisors' academic competency supervision and MI (Madrasah Ibtidaiyah) quality education are associative relations in the form of cooperation, accommodation and supervisory associations in conducting academic supervision in the MI so that the quality of MI education in standard processes and results can be carried out even though it is not maximized.
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Wright, Janice, and Christie Needham. "The Why, Who, What, When, and How of Supervision." Perspectives of the ASHA Special Interest Groups 1, no. 11 (March 31, 2016): 68–72. http://dx.doi.org/10.1044/persp1.sig11.68.
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Many therapists find themselves in the role of supervisor in their career. However, not many supervisors have formal training in supervision. In fact, as a supervisor, we may not even have a clear understanding of the following basic questions: why supervise, who can supervise, who to supervise, when to supervisor, why supervise, or how to supervise. This article explores the roles and responsibilities of the supervisor in both in the supervision of the clinical fellow (CF) and the supervision of the student. The answers to these questions become an essential foundation to creating a supportive and effective supervisor to supervisee relationship.
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Merfeldaitė, Odeta, and Justinas Sadauskas. "EXPECTATIONS IN RESPECT OF THE SUPERVISOR‘S IMAGE: THE LITHUANIAN CASE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 379. http://dx.doi.org/10.17770/sie2016vol4.1574.
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Each profession and the image of its representatives are being assessed taking into consideration the specifics of the activity, the environment, the existing stereotypes and the attitudes towards it. The activity of the supervisor is a new one in Lithuania therefore a lot of stereotypic attitudes appear in respect of the supervisor‘s profession. That means it is very important to find out what supervisor’s image have the supervisors themselves, and what are the expectations of the counselled ones in respect of the professionals in this field. The goal of the research is to analyse the expectations in respect of the supervisor in Lithuania, based on insights of supervisors and of the persons with and without the experience of supervision.
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Varga, A. Ya, I. N. Galasyuk, and O. V. Mitina. "Supervisor’s and Supervisee’s Views on Professional Supervision." Клиническая и специальная психология 11, no. 1 (2022): 120–40. http://dx.doi.org/10.17759/cpse.2022110106.
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This study is devoted to the expectations of supervisors and supervisees of the supervision process and their vision of the successful and unsuccessful supervision. We developed two questionnaires: one for the supervisor and other for the supervisee . A total of 103 respondents with various occupational experiences participated in the study, including 85 females and 10 males, and 8 respondents did not indicate gender. The age of the participants ranged from 22 to 61 years, with an average age of 38.92±11.22 years. The methods of statistical processing are: the principal component method with oblimin rotation, ANOVA. The results show that supervisee identifies three components of supervision process — knowledge, developing a professional identity and focusing on the client, while the supervisor considers all these aspects of the work to be complementary and inseparable from each other. The supervisor's expectations of the supervision differ from the supervisee's expectations, and these differences must be taken into account in education. Four factors (training, understanding/support, ethics, and novelty) are identified in supervisee’s expectations from the supervisor. The more experienced the supervisee is the less he focuses on gaining specific knowledge and techniques, and more on understanding his client. Work experience also helps to develop criteria for unsuccessful supervision — they are unambiguous and consolidated. Noteworthy the criteria for good supervision are not revealed. That means that the options for successful supervision are diverse, unlike unsuccessful supervision.
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Abdul Hamid, Nor ‘Adha, Rosfazila Abd Rahman, Norfaezah Mohd Hamidin, Norziah Othman, and Nurkaliza Khalid. "MUTUAL CO-OPERATIONS AND IT TAKES TWO TO TANGO IN POSTGRADUATE SUPERVISION." International Journal of Education, Psychology and Counseling 7, no. 46 (June 28, 2022): 583–93. http://dx.doi.org/10.35631/ijepc.746044.
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Having a supervisor who can work with students in an ideal way throughout the research process is something that is very helpful to students. PhD students or prospective students and their supervisors are a team. Although the parties who need to conduct research and complete the thesis report writing are the students, supervisors also have responsibilities and interests in the continuation of postgraduate studies. The precise cooperation of students and supervisors can usually be seen in the perfection and completion of an excellent theses. However, students need to first understand what the real role of supervisors so that students and supervisors can work well together. Among the role of the supervisor are to provide effective supervision, act as a mentor and guide and serve as an additional knowledge reference centre. Supervisors should also be able to play the role of advisor and provide guidance to students for more accurate sources of reference. The objective of this study is to discuss the mutual co-operations and it takes two to tango in postgraduate supervision and the responsibilities of both the supervisor and supervisee in creating a positive environment and an effective supervisory process for the effectiveness in the postgraduate studies. The three (3) sample of common issue and case studies in addressing the issues encountered in supervision and the possible solutions to such problems are simulated as an option in creating better solutions and minimizing among the challenges faced. The study found that it takes two of them to tango and play their roles and understand their respective responsibilities for successful postgraduate supervision process.
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Ashley, Wendy, and Allen E. Lipscomb. "Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad." International Research in Higher Education 3, no. 3 (July 17, 2018): 22. http://dx.doi.org/10.5430/irhe.v3n3p22.
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This article is aimed at raising critical consciousness, accountability and empowerment in the supervisory relationship in graduate field education. As more clinicians with intersecting identities navigate rigorous Master’s degree programs, there is a growing need for field instructors to utilize cultural humility in their supervision approach and style. In addition, burgeoning clinicians need to be affirmed, empowered and aware of the intra/inter-cultural dynamics inherent in the supervision process, giving specific attention to power and privilege. In order to navigate culturally relevant supervision for new therapists with a level of humility, field instructors and supervisors face a tall order; it is essential they address cultural differences, validate cultural identities and experiences, and explore power, privilege and intersectionality in the supervisory space while concurrently supporting clinical growth. These difficult dialogues require specific skills, self-awareness and vulnerability on the part of the supervisor. As supervisors attempt to initiate this transformative process, it is important to consider similarities and differences in how supervisors and supervisees experience efforts to engage in difficult dialogues. The authors utilized an anonymous online survey to explore the experiences of supervision among supervised clinicians (n=51) and supervisors (n=39). Qualitative data reflect beneficial supervision regarding clinical content, with a consistent lack of discussion and recognition of power and privilege dynamics; lack of affirmations regarding cultural identities; and superficial exploration of cultural nuances in the supervisor dyad. Findings suggest supervisees need authentic, validating, process oriented exchanges in clinical supervision, especially in field internships where they are learning how to manage clients, their own lived experiences and authenticity in supervision. Recommendations for initiating transformative supervisory practices are included.
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Itzhaky, Haya. "Enlisting the Supervisor's Pregnancy to Facilitate the Supervisory Process." Families in Society: The Journal of Contemporary Social Services 83, no. 2 (April 2002): 189–96. http://dx.doi.org/10.1606/1044-3894.31.
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While the link between pregnancy and therapy has been studied, it appears to have remained largely unexplored in the field of supervision. This preliminary research examines the effect of the supervisor's pregnancy on her supervisees and on the supervisory process. The findings of this study indicate that pregnancy affects both supervisees and their supervisor, as she is perceived by them. This effect undergoes transformation during the pregnancy process and is particularly salient during the transition from the initially “hidden” pregnancy to its recognition, when it is revealed and discussed between supervisor and supervisee. This paper deals with ways to enlist the pregnancy to promote the process of learning and supervision. It also suggests the possible implications of this research for general principles of supervision, particularly with regard to events that intrude on the normal supervision process.
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Al-Mahrooqi, Rahma, and C. J. Denman. "English Supervisors’ Perspectives of Supervision in Omani Public Schools." Journal of Arts and Social Sciences [JASS] 10, no. 2 (March 6, 2020): 21. http://dx.doi.org/10.24200/jass.vol10iss2pp21-36.
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The current study examined English supervisors’ perspectives of supervision in Omani public schools through the administration of a three-part, 13-category Likert-scale questionnaire. The questionnaire was distributed as part of a larger nation-wide investigation to 48 English supervisors in Omani schools and was completed by 35 participants. Areas examined included participants’ views of the supervisory process, including its effectiveness, supervisor roles and qualifications, challenges and opportunities for professional development, and the contributions supervision makes to teacher development. The questionnaire also explored participant engagement in a series of steps before, during, and after supervisor observation. Mixed attitudes about the supervisory process were reported, although a number of important concerns were raised about the way English supervision occurs in Omani government schools.
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F Davis, Diana. "Students’ Perceptions of Supervisory Qualities: What do Students want? What do they believe they receive?" International Journal of Doctoral Studies 14 (2019): 431–64. http://dx.doi.org/10.28945/4361.
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Aim/Purpose: This paper explores students’ perceptions of qualities they believe their ideal supervisor should possess as well as those they see as characterizing their current and past supervisors. Background: Over more than three decades, multiple cultural contexts and diverse methodologies, research studies have demonstrated that what person related human qualities in postgraduate research supervision have greater valence for students than does discipline/research expertise. This paper probes why this might be so. Methodology: Across 15 Australian universities and all disciplines 698 students participated in an opt-in online survey which invited students to provide descriptors of their supervisors’ qualities as well as those of their ideal supervisor. The survey was student centred in that it required them to nominate the qualities of their supervisor/s rather than asking them to respond to statements about supervisors/supervision on a Likert scale. Contribution: This research which was designed to allow students to characterise their actual supervisors and their ideal supervisor in an unconstrained and anonymous way demonstrated their dominant valuing of, firstly, human traits consistent with emotional intelligence and, secondly, the professional aspects of supervision especially in relation to research process. In providing a snapshot of the janus face of supervision, these uniquely student generated perspectives on supervisory qualities provide data not only supportive of previous studies with very different methodologies but also with implications for supervisor development programs and supervisor benchmarking within universities. Findings: The resultant student initiated perceptions of positive and negative qualities of supervisors support the findings of other studies which show that students value and seek cognitive and affective person related qualities in supervisors over discipline/research expertise qualities. For 25 percent of the sample there were no qualities in common between their principal supervisor and their ideal; this increased to 50 percent with one quality in common. Recommendations for Practitioners: In developing and honing individual philosophies of supervision, supervisors should reflect, for example, upon the ways in which they present to and interact with students as individuals, their availability to students, their interest in students' research and career development. Those delivering supervisor development programs should consider the balance in such programs between process- oriented material and human interaction strategies. Recommendation for Researchers: Research in the doctoral space has tended to be summative as in post completion evaluations of the experience or cross-sectional sampling of experience or what is valued as in the current study. Longitudinal research which samples perspectives both within and beyond candidature is needed. This should thus encompass the experiences of those who complete and those who do not over a period of perhaps six years. Impact on Society: Globally since the late 1990s, universities have initiated doctoral training programs and codes of conduct pertaining to the supervisory relationship yet evidence suggests that supervision issues remain vexatious. The sector thus needs to address the efficacy of such programs in ameliorating issues raised by students. The silent acknowledgement of late stage doctoral attrition – and the lack of follow up as to the complex interrelationship of factors prompting such a personally difficult and societally wasteful decision – remains a besetting problem for the sector. Future Research: Two critical issues would usefully guide future research in the doctoral education space. Firstly, the ultimate efficacy of supervisor development programs requires evaluation and follow up. Secondly, the perspectives of those who exit the PhD process virtually without trace need to be investigated and evaluated for policy implications. Further some respondents in this study had supervisory roles themselves and the qualities they attributed to self as supervisor were closer to the ideal than those of real supervisors. This suggests that a more extensive investigation of how supervisors see themselves in the supervisory role would be useful as such research would potentially impact on the nature of supervisor development programs in the future.
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Milne, Derek L., Caroline Leck, and Nasim Z. Choudhri. "Collusion in clinical supervision: literature review and case study in self-reflection." Cognitive Behaviour Therapist 2, no. 2 (June 2009): 106–14. http://dx.doi.org/10.1017/s1754470x0900018x.
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AbstractInterpersonal dynamics are a recurring impediment to effective clinical supervision and can lead to phenomena like collusion between the supervisor and supervisee. Collusion involves both supervisor and supervisee engaging in safety behaviours that serve to conveniently avoid and escape from difficult topics and challenging methods. Whilst minimizing the short-term threat to supervisor and supervisee, collusion will tend to undermine the effectiveness of supervision and limit significantly its long-term value to patients. In order to consider how best to address collusion, we review the cognitive-behavioural therapy (CBT) and related literature on collusion, focusing on how it has been formulated and managed. We then provide a case study featuring a supervisor who was colluding with the supervisee's avoidance behaviours (i.e. filling supervision sessions with superficial reflections on his casework) by not challenging these reflections or moving to another learning mode (e.g. experimenting). We develop a CBT formulation of this pattern of supervision as part of the self-reflection process, led by a consultant. Self-reflection appeared to be a useful tool for improving the supervisor's understanding of this dysfunctional process, and strengthened the supervisor's confidence in utilizing relevant skills in the future.
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Blazevski, Nikica Mojsoska. "Learning through a Reflection: Becoming an effective PhD supervisor." International Journal of Learning and Development 2, no. 5 (September 3, 2012): 67. http://dx.doi.org/10.5296/ijld.v2i5.2339.
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The aim of this paper is to learn how to be a better or more effective supervisor through a critical reflection on my own supervisory experience. The importance of the effective supervision is highlighted in view of the established link between effective supervision and greater completion rates of postgraduate degrees, where the latter is main focus of higher education institutions/authorities in the last decade. The reflection is used to not only to justify the way we were supervised, but to challenge it and find ways how we can improve our effective supervision. Several researchers argue that supervisors usually adopt the same supervisory practice and style as the one they experienced themselves as research students (Pearson and Brew, 2002; Lee, 2008; Wright et al., 2008), notwithstanding additional factors that might influence the effectiveness of supervision. Pearson and Brew (2002) argue that new supervisors should have an ability to critically reflect on their past experience as research student in light of the theoretical conceptions and research findings in the literature on supervision, a process called “a critical reflective journey” by Tait (2009, p.193). The methodology for this research is based on the framework for effective supervision adopted by Engebretson et al. (2008) who establish eleven characteristics of an effective supervision. Parallel to the examination of each of those individual characteristics, I provide my insight into each characteristic by reflecting on my own experience. The structure of the paper is as follows. Section 1 introduces the importance of an effective supervision in the modern educational environment, as well as the value that critical reflection brings to the learning. Section 2 provides a literature review of the characteristics of a good supervisor, along with a personal experience related to each of them. Section 3 concludes. Key words: Reflection, Learning, Supervision, Students, Oversees
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Meglich, Patricia, Sean Valentine, and Dale Eesley. "Perceptions of supervisor competence, perceived employee mobility, and abusive supervision." Personnel Review 48, no. 3 (April 1, 2019): 691–706. http://dx.doi.org/10.1108/pr-08-2017-0239.
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Purpose In response to the call for deeper investigation of abusive supervision (Martinko et al., 2013), the purpose of this paper is to examine perceived supervisor competence and perceived employee mobility (an individual’s perception of his/her ability to obtain new employment) to better understand contextual and individual factors that potentially influence the degree of harmful supervisory behaviors experienced by employees. Design/methodology/approach Responses from 749 survey participants were analyzed to determine the impact of perceived supervisor competence and perceived employee mobility on perceptions of abusive supervisory conduct. A bootstrapping-based mediation analysis (Hayes, 2012) was used to test for mediation by the variables of interest. Findings The authors found that perceived supervisor competence is associated with weakened perceptions of abusive supervision, and that this relationship is partially mediated by respondents’ perceived occupational mobility. Research limitations/implications The data are cross-sectional and were collected with a self-report questionnaire and compiled utilizing student-enumerators. The sample was also regional in scope and lacked information that would indicate if respondents were also supervisors. Practical implications These results imply that perceptions of abusive supervision can be mitigated by building stronger competencies in supervisors, which translates into greater individual employee perceived mobility. Human resource (HR) professionals can implement practices to decrease the likelihood of abusive supervisory conduct by ensuring that supervisors are competent in their jobs, facilitating a coaching/mentoring process between supervisors and subordinates and establishing/maintaining an effective developmental performance feedback process for supervisors. Social implications Since perceived supervisor competence is one element of reducing abusive conduct, while also enhancing subordinate perceived mobility, selection and training efforts should focus on hiring and preparing individuals to be effective work supervisors. Enhancing worker capabilities and marketability may result in greater perceived occupational mobility and reduced perceptions of abuse by supervisors. Originality/value These results lend support to the argument that perceptions of abusive supervision can be mitigated by building stronger competencies in supervisors, which translates into greater perceived mobility among employees. Organizations may benefit through lowered employee turnover, employees may enjoy more harmonious, supportive relationships with their supervisors and HR staff may benefit by having competent supervisors who do not generate employee complaints and intentions to quit.
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KIMANJE, ENOCH, and OLIVE LUNYOLO. "PhD Studentship and Research Supervisors during the COVID-19 Pandemic at a Premier University in Uganda." Uganda Higher Education Review 10, no. 1 (December 20, 2022): 164–96. http://dx.doi.org/10.58653/nche.v10i1.11.
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Keeping in close touch with a research supervisor is often vital for any university student. Unfortunately, this is hardly possible during the period of a pandemic. In this study, we explored the supervisory challenges that the doctoral students and their research supervisors at a school in a premier university in Uganda experienced and the coping strategies they utilised during the COVID-19 pandemic. We were provoked to undertake the study due to the persistent undocumented complaints from graduate students about their inability to get in touch with their research supervisors because of the closure of the university that was brought about by the pandemic. Taking the interpretive approach, we used a phenomenological research design and collected data by interviewing PhD students and their research supervisors, whom we purposively selected. We analysed the data using the thematic content analysis technique that we based on the factors influencing doctoral research supervision, namely student factors, supervisor factors and institutional factors. Our study findings revealed key research supervisory challenges. At the students’ level, we found loneliness, ICT challenges, unexpected study costs and family disturbances. While at the supervisor’s level, we found inadequate supervisor support and ineffective communication. Yet at the institutional level, we noted unclear institutional research policies and ineffective communication. We therefore concluded that several supervisory challenges negatively affected the students’ doctoral studies during the pandemic. However, there were varied but unclear strategies participants utilised to address these challenges. Hence, we recommend to university leaders to formulate clear institutional graduate training strategies for mitigating disruptions occasioned by any future pandemic.
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Mo, Yuen Han, and Kieran O’Donoghue. "Nurturing a budding flower: External supervisors’ support of the developmental needs of Chinese social workers in Shenzhen, China." International Social Work 62, no. 2 (February 22, 2018): 950–64. http://dx.doi.org/10.1177/0020872818755856.
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This article examines supervision needs and supervision strategies of Chinese social workers in the light of theoretical considerations and recent empirical findings. Through a qualitative study in Shenzhen, the authors explore how a supervisor may provide and further a supervisee’s development. The supervisors from the study used a range of strategies from counselling skills to consultative advice. This highlights the need for social workers to receive education and psychological support from their supervisors. The findings suggest a relationship between developmental needs and the choice of supervision strategies. It is also argued that in order to be an effective supervisor, one should consider the concept and the importance of culture in the supervisory context.
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Jamaluddin, Jamaluddin. "SUPERVISION OF SCHOOL SUPERVISORS BASED ON SPIRITUAL APPROACH (An Initial Draft)." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 16, no. 4 (June 10, 2022): 1482. http://dx.doi.org/10.35931/aq.v16i4.1179.
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<p><em>Madrasas are Islamic educational institutions that have a major role in developing Islamic education that is growing. This of course cannot be separated from the role of the government which regulates its governance, including by implementing supervision of its implementation as an effort to improve the quality of learning. School/madrasah supervisors have an important role in providing enlightenment and directing schools/madrasas so that they can run optimally. The purpose of this study is to design and develop a model for supervising school supervisors based on a spiritual approach so that the role of supervision is not only oriented to the right or wrong of a job but as a companion who can guide schools/madrasahs towards improvement in instructional based on a spiritual approach.</em><em>In the data collection process, library research methods were used and data collection was taken from the theory of educational supervision and Islamic teaching sources in order to obtain a spiritual-based supervision model that could be implemented in the supervisory activities of school/madrasah supervisors. The draft that has been compiled is then discussed involving experts consisting of lecturers and school/madrasah supervisors who are distributed via google form. The results of this study indicate that the supervisory model of school/madrasah supervisors based on a spiritual approach consists of: 1) supervisory duties as a mandate from Allah swt, 2) supervisor duties as a charity, 3) supervisor duties as the obligations of knowledgeable and knowledgeable people, 4) supervisor duties as the recipient of the baton of the struggle of the Prophet Muhammad.</em></p>
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Tore Johansen, Bjørn, Rose Mari Olsen, Nina cecile T Øverby, Rudy Garred, and Elisabeth Enoksen. "Team Supervision of Doctoral Students: A Qualitative Inquiry." International Journal of Doctoral Studies 14 (2019): 069–84. http://dx.doi.org/10.28945/4177.
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Aim/Purpose: The aim of this study is to contribute to current knowledge of team supervision. Specifically, we examine the relationship between main supervisor and co-supervisor regarding credibility in the division of roles and responsibilities within supervision teams. Background: The overall intention of this article is to provide more information about the dynamics in the relationship between supervisors and to identify and describe the mechanisms that support the doctoral students in their endeavor for doctorateness. Methodology: A qualitative descriptive approach combined with a thematic analysis is used to analyze in-depth interviews with ten supervisors working in five different doctoral supervision teams. Contribution: The body of literature in the field of doctoral supervision at Norwegian universities is scarce. Moreover, the supervisor perspective has received less attention than the doctoral student perspective. We contribute to reduce this knowledge gap by bringing forward the voices of five supervisor teams at three different universities. Findings: The informants of this study reported that the responsibilities within their respective supervisor teams were clarified and well understood. There was a unanimous agreement that the main responsibility of the supervisor process lays with the main supervisor. Furthermore, it was claimed that this main responsibility includes both monitoring progress, ensuring feasibility, and acting if something is not going according to plan. Our results clearly support the fact that there is power imbalance within the teams, but this does not seem to lead to any conflicts in our sample. Although the power dynamics took on a hierarchical form as opposed to a horizontal form, none of the informants mentioned conflicts related to division of responsibility. Recommendations for Practitioners: This paper invites others to consider their learning journey as well as their experience and reflection of the relationship between main supervisor and co-supervisor within supervision teams. Recommendation for Researchers: The study provides a framework for exploring power dynamics in the relationship between main supervisor and co-supervisor regarding the division of roles and responsibilities within a supervisory team from different institutions and academic fields. Impact on Society: Providing better team supervision for doctoral students is crucial for creating doctorateness. Clarity about division of responsibility and power is of crucial importance for the well-functioning of supervisor teams. Future Research: We recommend future research to examine whether the findings presented here could be replicated in other supervisory contexts. New studies should aim to use additional data collection approaches such as focus groups, including doctoral students, as well as obtaining data via survey approaches. Future research could benefit from a multi-pronged data collection approach, which was not feasible within the current project.
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McCready, Vicki, Joanne Erwick Roberts, Deborah Bengala, Holly Harris, Georgia Kingsley, and Carol Krikorian. "A Comparison of Conflict Tactics in the Supervisory Process." Journal of Speech, Language, and Hearing Research 39, no. 1 (February 1996): 191–99. http://dx.doi.org/10.1044/jshr.3901.191.
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This study investigated three different tactics clinical supervisors in communication disorders predicted they would use in a specific conflict situation. One hundred-sixty supervisors were asked to read one of three case scenarios describing a conflict situation within the supervisory process. All scenarios depicted a student-clinician who had not completed a reading assignment requested by the supervisor. The scenarios differed only in the supervisee’s response to the supervisor’s question about the incomplete assignment. Subjects were asked to indicate how likely they might be to use each of 15 comments that reflected categories of conflict tactics: avoidance, competitive, or collaborative tactics. Supervisors’ choice of tactics differed depending on the response of the supervisee. Overall, supervisors most often chose collaborative responses, followed by avoidance responses and (least often) competitive responses. Implications are discussed in terms of impact on the supervisory process in communication disorders.
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Harris, Shaywanna. "Systemic Dual-Developmental Supervision." Family Journal 25, no. 1 (November 22, 2016): 84–90. http://dx.doi.org/10.1177/1066480716680183.
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Counseling programs utilize supervision to train ethical and effective professionals. Faculty supervisors may incorporate systemic interventions into their supervision of students from mental health, school counseling, and marriage and family therapy tracks, as students may encounter systemic clients in their tenure as therapists. Further, many existing supervision models focus on supervisee development and neglect the developmental considerations of supervisors. The systemic dual-developmental supervision model integrates systemic supervision to address the developmental needs of not only the supervisee but the supervisor as well.
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Sanasintani, Sanasintani Pundeh. "IMPLEMENTATION ACADEMIC SUPERVISIONS BY THE EDUCATION SUPERVISSORS IN MADRASAH IBTIDAIYAH NEGERI (MIN) PAHANDUT PALANGKA RAYA." Penamas 33, no. 2 (December 31, 2020): 293. http://dx.doi.org/10.31330/penamas.v33i2.387.
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This research was aimed to know the supervision techniques and approach and to compiled the school supervisors and teacher responses to academic supervision given by school supervisors in MIN Pahadut Palangka Raya. This research was applied to a phenomenal qualitative approach. The data was collected through observation, interviews, and documentation techniques. The data were analyzed through three steps, namely: data reduction, data presentation, and conclusions. Checking the authenticity of the data was carried out with credibility and confirmability criteria. This result indicates that the preparation of the academic supervision program was carried out in collaboration between Madrasah supervisors and PAI teachers in public schools coordinated by the supervisor coordinator. The supervision techniques used were the class visitation technique, the supervisor's personal conversation with the teacher, and the meeting between the supervisor, the madrasah principal, and the teachers. Supervision approaches used by school supervisors were scientific approach, artistic approach, and clinical approach. The response of the teachers was very positive towards the implementation of academic supervision by supervisors.
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Wisker, Gina, and Gillian Robinson. "Supervisor wellbeing and identity: challenges and strategies." International Journal for Researcher Development 7, no. 2 (November 14, 2016): 123–40. http://dx.doi.org/10.1108/ijrd-03-2016-0006.
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Purpose This research aims to explore the professional identity of supervisors and their perceptions of stress in doctoral learning supervision. The research determines ways of developing strategies of resilience and well-being to overcome stress, leading to positive outcomes for supervisors and students. Design/methodology/approach Research is in two parts: first, rescrutinising previous work, and second, new interviews with international and UK supervisors gathering evidence of doctoral supervisor stress, in relation to professional identity, and discovering resilience and well-being strategies. Findings Supervisor professional identity and well-being are aligned with research progress, and effective supervision. Stress and well-being/resilience strategies emerged across three dimensions, namely, personal, learning and institutional, related to emotional, professional and intellectual issues, affecting identity and well-being. Problematic relationships, change in supervision arrangements, loss of students and lack of student progress cause stress. Balances between responsibility and autonomy; uncomfortable conflicts arising from personality clashes; and the nature of the research work, burnout and lack of time for their own work, all cause supervisor stress. Developing community support, handling guilt and a sense of underachievement and self-management practices help maintain well-being. Research limitations/implications Only experienced supervisors (each with four doctoral students completed) were interviewed. The research relies on interview responses. Practical implications Sharing information can lead to informed, positive action minimising stress and isolation; development of personal coping strategies and institutional support enhance the supervisory experience for supervisors and students. Originality/value The research contributes new knowledge concerning doctoral supervisor experience, identity and well-being, offering research-based information and ideas on a hitherto under-researched focus: supervisor stress, well-being and resilience impacting on supervisors’ professional identity.
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Tasrif, Elfi. "The professionalism of vocational high school supervisors: a study of qualitative analysis." International Journal of Research in Counseling and Education 5, no. 1 (June 10, 2021): 7. http://dx.doi.org/10.24036/00408za0002.
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Supervisors carry out educational supervision to develop a better quality learning environment, including vocational high schools (VHS). This research is qualitative research with a case study research design. The main target of the research is VHS supervisors in Padang City. This research is limited to describing the professionalism of supervisors qualitatively. The data sources of this research were crucial informants, who were determined purposively. Data collection techniques with interview and observation techniques. Data analysis by collecting data, coding, linking, and interpreting themes. The results showed that the professionalism of VHS supervisors in carrying out their duties is still not following the quality standards of supervisors. The conclusion is that the supervisor's low professionalism is indicated by the supervisor's low motivation, lack of pride in his profession as a supervisor, the supervisor is not independent, and the supervisor's verbal communication is not good.
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Ali, Parveen, Roger Watson, and Katie Dhingra. "Postgraduate Research Students’ and their Supervisors’ Attitudes towards Supervision." International Journal of Doctoral Studies 11 (2016): 227–41. http://dx.doi.org/10.28945/3541.
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There is a need for research exploring postgraduate research students’ expectations from research supervisors, the characteristics of effective student-supervisor relationships, and the opinions of students and supervisors about research supervision. We also need instruments to explore the student-supervisor relationship. The present study investigated postgraduate research students’ and research supervisors’ views about postgraduate research supervision and the student supervisor relationship. It also reports on factor analysis conducted to identify the underlying dimensions in their views about postgraduate research supervision and the student supervisor relationship. Such information can be used to develop strategies to promote student-supervisor relationships and enhance the student experience. Data were collected using an online questionnaire with 30 Likert-scale statements from 131 postgraduate research students and 77 supervisors. Following exploratory factor analysis, a three factor model consisting of leaderhip, knowledge, and support was extracted. Results indicate that students and supervisors agree about the attributes of effective supervision. Both supervisors and students consider that a supervisor should have an interest in the student’s research. The supervisor must provide timely and constructive feedback and should help the student to manage time effectively. Students and supervisors believe a supervisor should help the students where limitations and learning needs are identified. Students believe supervisors must encourage students to work independently and use opportunities to present their work.
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Forshaw, Gemma, Rachel Sabin-Farrell, and Thomas Schröder. "Supervisors’ experience of delivering individual clinical supervision to qualified therapists: a meta-ethnographic synthesis." Mental Health Review Journal 24, no. 1 (May 3, 2019): 51–68. http://dx.doi.org/10.1108/mhrj-09-2018-0028.
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Purpose The purpose of this paper is to systematically identify, appraise and synthesise qualitative literature exploring the experience, both positive and negative, of clinical supervision from the supervisor’s perspective. Design/methodology/approach A systematic search of three databases, grey literature, reference lists and citations was conducted. Six articles met the inclusion criteria and their quality was critically appraised by using a modified version of the Critical Appraisal Skills Programme tool. Data extracted from the articles were synthesised using meta-ethnography. Findings Four key themes were identified: experiencing difficulties in clinical supervision, responsibility, similarities to therapy and capabilities as a supervisor. These demonstrated that the role of a supervisor has the potential to be both beneficial and harmful to personal and professional development. Research limitations/implications The quality of the studies was variable. Further research is required to explore how supervisors manage difficult experiences to ensure personal development and growth. Practical implications Clinical implications include the need for employers to consider the additional pressure associated with providing clinical supervision and to ensure that appropriate support is available. Results complement previous research on the bi-directionality of parallel process in clinical supervision. Originality/value This review presents an original synthesis of the supervisor’s experience of delivering clinical supervision to qualified therapists. This is achieved by utilising a systematic methodology and appraising the quality of the studies included. The review highlights how the effects of clinical supervision are not limited to the supervisee, but also experienced by the supervisor. The competing demands and responsibilities associated with clinical supervision impact upon the supervisor’s experience, both positively and negatively. When beneficial, delivering clinical supervision can lead to personal and professional growth in addition to the acquisition of new skills.
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Taylor, Kathryn, Emily White, Rachael Kaplan, and Colleen M. O’Rourke. "University: The Supervisory Process in Speech-Language Pathology: Graduate Students’ Perspective." Perspectives on Administration and Supervision 22, no. 2 (July 2012): 47–54. http://dx.doi.org/10.1044/aas22.2.47.
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Supervision is a critical component of graduate education in communication sciences and disorders. Students spend a large amount of time with their supervisors, who guide them through clinical experiences in graduate school. Thus, students believe certain supervisor characteristics may enhance or inhibit their success as a student clinician. This study investigated the opinions of graduate students about the supervisor behaviors and attributes that create a positive supervisory experience. Twenty-three students in the graduate Communication Disorders Program at Georgia State University completed a survey regarding their thoughts and opinions on the supervisory process. The results of the study indicated that students prefer supervisors who are knowledgeable and supportive and who create a collegial atmosphere for supervisory conferences. The results further suggested that supervisors should provide timely feedback to supervisees in a written or face-to-face form. The results of this study can be used to offer advice to clinical supervisors on the types of feedback and interpersonal characteristics that can maximize the student clinician's success.
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KOÇYİĞİT ÖZYİĞİT, Melike. "Challenges and Ethical Issues in Counseling Supervision from Faculty Supervisors’ Perspective." Participatory Educational Research 9, no. 5 (September 1, 2022): 305–29. http://dx.doi.org/10.17275/per.22.116.9.5.
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Supervision is an essential aspect of counselor development. Supervisors should have the necessary qualifications to provide effective supervision. The difficulties encountered and ethical problems can make the supervision they provide ineffective or harmful. As emphasized in the supervision literature, supervisors may unwittingly offer ineffective supervision. Therefore, it is thought that there is a need to examine the experiences of the supervisors. This study aimed to present empirical evidence on the challenges and ethical problems faced by supervisors in counseling supervision and ways of coping. For this purpose, the explanatory sequential mixed methods research design was used. The most common challenging factors, ethical issues, and coping methods were obtained from faculty supervisors via a web-based questionnaire. Also, online interviews were conducted with nine volunteer faculty supervisors to delve into their experiences. The most challenging factors were about conducting supervision, supervision methods, and techniques, evaluation, and focus of supervision. The supervisor encounters ethical problems such as confidentiality and privacy, emergency, evaluation process, unprofessional behavior of the supervisee, and multiple relationships. Consultation, getting literature support and having a strong supervision relationship with the supervisee are the most frequently used coping methods. The results of this study provide a framework for supervisors' needs to provide effective supervision. Based on these findings, it is thought that supervisor training will provide a critical contribution to supervisors as to gaining the knowledge and skills they need to cope with these challenges.
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Malunda, Paul Netalisile, Juliet Atwebembeire, and Proscovia Namubiru Ssentamu. "Research Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Uganda." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 73–95. http://dx.doi.org/10.26803/ijlter.20.5.5.
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This study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students’ progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students’ progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students’ progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students’ progress. The institutions should also emphasize adherence to the policy of giving feedback on the students’ research work within set time frames.
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Evzonas, Nicolas. "Countertransference Madness: Supervision, Trans∗, and the Sexual." Psychoanalytic Review 108, no. 4 (December 2021): 475–509. http://dx.doi.org/10.1521/prev.2021.108.4.475.
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Drawing on Ferenczi's “confusion of tongues” paradigm, the author argues that the internalization of the supervisor's superego has the potential not only to expand the supervisee's ego (introjection), but also to repress their idiosyncratic functions and attack their thinking activity (intropression). To illustrate this argument, the author recounts his own supervised treatment of a transgender patient during which the supervisor-supervisee transference lapsed into a sadomasochistic dialectic and a folie à deux, leading to the premature termination of both the therapy and the supervision. While the initial interpretation of this experience underscored the supervisor's transphobia, the après-coup of writing up the case has revealed more complex thinking. Accordingly, the countertransference madness to which the author succumbed with his supervisor can now be understood as the unbinding of repressed infantile sexuality and the reenactment of paradoxical scenarios that the patient experienced with his parents.
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Helfer, Fernanda, and Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia." International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.
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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.
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Altun, Burcu, and Pınar Yengin Sarkaya. "The actors of teacher supervision." Journal of Human Sciences 17, no. 1 (March 21, 2020): 284–303. http://dx.doi.org/10.14687/jhs.v17i1.5880.
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Educational supervision is a process aiming to enhance teaching by developing teacher. The position and the quality of supervisor are of great importance for effective supervision experiences. The purpose of this research is to determine the actors carrying effective teacher supervision. So, school administrators and teachers working in general high schools and supervisors working in provincial directorate of national education in Efeler district of Aydin/Turkey are asked for their opinions. Results show that participants suggest different supervisory actors in different dimensions of teacher supervision. Generally, the school principal, vice-principal, head of the department and student preferences have come to the fore. Teachers, administrators and supervisors suggest different supervisory actors.
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Shafiq, Ali, Saeed Pahlevan Sharif, and Anbareen Jan. "Psychometric Analysis of a Proposed Model to Determine Factors Influencing Selection of a Research Supervisor." International Journal of Doctoral Studies 15 (2020): 285–304. http://dx.doi.org/10.28945/4567.
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Aim/Purpose: This paper found some factors which influence research supervisees’ selection of their research supervisors. Background: Research on supervisor-supervisee relationship is mostly conducted when research students have already initiated their studies. Research on how a supervisor is selected before the research begins is researched less. How do supervisees select their supervisors? Which factors do they consider important? These questions were not clearly answered in the literature so far. Methodology: A scale was developed to measure factors which influence the selection of research supervisors. Using an online survey, data was collected from 315 research students in Malaysia between August and October 2018. Psychometric properties of the scale were assessed using exploratory factor analysis followed by confirmatory factor analysis. Construct reliability, convergent validity, and discriminant validity of the scale were assessed using composite reliability, maximal reliability, average variance extracted, and maximum shared variance. Contribution: How research supervisees select their supervisors is an understudied area. Most of the research on supervisor selection is done after the research journey has begun. This research focuses on the thought processes before supervisor selection. Findings: Demographics, expertise, and physical appearance emerge as important constructs that influence the thought process of a research supervisee. Each of these constructs is composed of several dimensions, each with its own weight and importance. Recommendations for Practitioners: Research supervision is an integral part of contemporary teaching profession. To develop this important dimension of an academic’s career, this research holds high significance. The emerging factors will help researcher supervisors enhance their profiles and become more visible. This has practical implications for higher education institutions as well. Recommendation for Researchers: Further studies in this area can explore these factors across different cultures, distinction between undergraduate and postgraduate students, public and private higher education institutions, and scholarship or self-funded students. Impact on Society: Attracting better and relevant research students will result in a better match between researcher’s capability and supervisor’s expertise leading to high impact research. Future Research: This research was done on only 315 respondents. More respondents from diverse population might influence the outcome.
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Alaedein, Jehad M. "Supervisory Working Alliance and Trainees’ Counseling Self-Efficacy: Implications for Developing Training Program of Counseling Students." Journal of Educational and Psychological Studies [JEPS] 8, no. 2 (March 1, 2014): 231–48. http://dx.doi.org/10.53543/jeps.vol8iss2pp231-248.
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The study, based on the model of Bordin (1983), aims to explore whether the supervisors' and trainees' perceptions of supervisory working alliance (goals, tasks and emotional bond) predict trainees' perceptions of counseling self-efficacy. The study sample consisted of 144 undergraduate and graduate counseling students from four Jordanian state universities, and 14 supervisors of these students. Results of multiple regression analyses showed that from the viewpoint of the trainees, goals in the supervisory working alliance were the predictor of their counseling self-efficacy, and explained 11% of the variation in selfefficacy. In addition, supervisors' perceptions of the trainees' counseling self-efficacy, explained 4% of the variation in their trainees' perceptions of counseling self-efficacy. The study showed that trainees, compared to supervisors, had higher levels of counseling self-efficacy and supervisory working alliance perceptions, with the exception of the emotional bond. Findings highlight the importance of studying the supervisor-supervisee relationship in the context of counseling training programs. The study's results have implications for improving the supervision outcomes and proposals for future studies.
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Alaedein, Jehad M. "Supervisory Working Alliance and Trainees’ Counseling Self-Efficacy: Implications for Developing Training Program of Counseling Students." Journal of Educational and Psychological Studies [JEPS] 8, no. 2 (March 1, 2014): 231. http://dx.doi.org/10.24200/jeps.vol8iss2pp231-248.
Full textAbstract:
The study, based on the model of Bordin (1983), aims to explore whether the supervisors' and trainees' perceptions of supervisory working alliance (goals, tasks and emotional bond) predict trainees' perceptions of counseling self-efficacy. The study sample consisted of 144 undergraduate and graduate counseling students from four Jordanian state universities, and 14 supervisors of these students. Results of multiple regression analyses showed that from the viewpoint of the trainees, goals in the supervisory working alliance were the predictor of their counseling self-efficacy, and explained 11% of the variation in selfefficacy. In addition, supervisors' perceptions of the trainees' counseling self-efficacy, explained 4% of the variation in their trainees' perceptions of counseling self-efficacy. The study showed that trainees, compared to supervisors, had higher levels of counseling self-efficacy and supervisory working alliance perceptions, with the exception of the emotional bond. Findings highlight the importance of studying the supervisor-supervisee relationship in the context of counseling training programs. The study's results have implications for improving the supervision outcomes and proposals for future studies.
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Morissette, Stefanie, Jill L. Bezyak, and J. Norbert Ososkie. "A Closer Look at Distance-Based Supervisory Relationships in Master's Level Rehabilitation Counseling Programs." Journal of Applied Rehabilitation Counseling 43, no. 2 (June 1, 2012): 3–8. http://dx.doi.org/10.1891/0047-2220.43.2.3.
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The impact of using the Internet as the primary means of communication between interns and supervisors in graduate rehabilitation counseling programs is addressed. An important part of counselor education is the collaborative supervisory relationship, where students hone their clinical skills and benefit from the expertise, knowledge, and experience of a supervisor. Using the Internet as a central means of communication in the supervisory relationship is fraught with problems, and it is only through awareness of the limitations inherent in Internet supervision that counselors in training may develop skills needed to provide quality treatment to clients. It is important for supervisors and students to follow ethical standards in the distance learning environment. Future research will be required to understand the supervisor's perspective, adequate career training using distance learning in rehabilitation counseling, and education and training in the use of online tools.
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Vikasari, Sania, and Astuti Darmiyanti. "Persepsi Kepala Sekolah terhadap Etika dan Kinerja Pengawas Sekolah di MIS Al-Ishlah Kabupaten Bekasi." Journal on Education 5, no. 2 (January 9, 2023): 1988–93. http://dx.doi.org/10.31004/joe.v5i2.842.
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Education is a very important component for a country to highlight its existence as a nation with integrity and be able to compete with other developed countries. The supervisor is an organization that is fully committed to improving the quality of education and its role in the education system is very important. The school supervisor also acts as a supervisor at the school he supervises, both in academic and managerial terms. The purpose of this study was to determine the ethics and performance of school supervisors in improving the quality of education seen from the perceptions of the principal at MIS Al-Ishlah, Bekasi Regency. This research can be useful for providing scientific information to educators. When this research was conducted on December 3, 2022 at the MIS Al-Ishlah in Bekasi Regency West Java, using a qualitative descriptive research method. Researchers collect data through observation, interviews and documentation. From the results of the study, the school supervisor correctly carried out his duties as a school supervisor at MIS Al-Ishlah. By supporting, fostering school principal programs, supervising or monitoring, conducting assessments and up to program evaluations. In supervision, the responsibility is almost entirely in the hands of the school principal, however, the supervisor's role is inseparable from always guiding and monitoring any developments in the school.
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Fogaca, Janaina Lima, Sam J. Zizzi, and Mark B. Andersen. "Walking Multiple Paths of Supervision in American Sport Psychology: A Qualitative Tale of Novice Supervisees’ Development." Sport Psychologist 32, no. 2 (June 1, 2018): 156–65. http://dx.doi.org/10.1123/tsp.2017-0048.
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There is limited evidence for what characteristics of supervision delivery facilitate novice supervisees’ development. The aim of this study was to investigate the relationship between supervision-delivery approaches and the perceptions of service-delivery competence development in novice practitioners. The authors interviewed 9 supervisor–supervisee dyads before and after the academic term in which the supervisees had their first applied experiences. Supervisees also completed reflective journal entries regarding their supervisory experiences and development. Data analysis included constant comparative analysis and triangulation of qualitative results with a practitioner-skills inventory. Different approaches to supervision delivery seemed to contribute similarly to novice supervisees’ development. Supervisees developed in more areas when the dyads had consistent meetings, close supervisory relationships, feedback, and frequent opportunities for self-reflection and when supervisors adapted the delivery to the supervisees’ developmental levels. In addition, factors in supervisees’ background, practice, and supervision that contributed to perceptions of service-delivery competence are discussed.
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Hendri, Nasrul. "Efektivitas Supervisi Akademik Pengawas PAI dalam Membina Guru Agama SMP dan SMA di Kecamatan Ipuh Kabupaten Mukomuko." Pedagogi: Jurnal Ilmu Pendidikan 20, no. 2 (November 25, 2020): 111–18. http://dx.doi.org/10.24036/pedagogi.v20i2.865.
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This study aims to determine the effectiveness of Islamic education supervisors in fostering junior high school and senior high school religion subject teachers, including academic supervision on (1) planning, (2) implementation, (3) follow-up, (4) blocking and inhibiting factors. This research used an evaluative research approach. Respondents in this study amounted to 9 people, consisting of 2 supervisors and 7 Islamic teachers. Participants in this study consist of 1 Islamic education supervisor for junior high school, 1 Islamic education supervisor for senior high school, 5 Islamic education teachers in junior high school, and 2 Islamic education teachers in senior high school. Data were collected using the method of observation, interviews and documentation. The results of data analysis showed that the level of effectiveness of Islamic education supervisors in fostering Islamic educators in junior and senior high school has a score of 67.46%. It means less effective because supervisors do not master academic supervision techniques, rarely receive supervisory training, and take a long trip to teach between schools.