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Journal articles on the topic 'Supervisori'
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1
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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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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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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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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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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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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Keulemans, Shelena, and Sandra Groeneveld. "Supervisory Leadership at the Frontlines: Street-Level Discretion, Supervisor Influence, and Street-Level Bureaucrats’ Attitude Towards Clients." Journal of Public Administration Research and Theory 30, no. 2 (October 9, 2019): 307–23. http://dx.doi.org/10.1093/jopart/muz019.
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Abstract Steering street-level bureaucrats is utterly complex due to their discretion and professional status which grant them relative autonomy from supervisory directives. Drawing from transformational leadership theory, this article explores the opportunities these work conditions provide for supervisory leadership at the frontlines. Looking at street-level bureaucrats’ attitude towards clients, we analyze how the frontline supervisor affects this core perception that protrudes the human judgments street-level bureaucrats are required to pass in their use of their discretion. Using a survey dataset of 971 street-level bureaucrats and their 203 frontline supervisors, this study shows that frontline supervisors function as an attitudinal role model to street-level bureaucrats. Moreover, their supportive leadership behaviors are crucial to them upholding a positive attitude towards clients. Supportive leadership does not unequivocally strengthen the supervisor’s position as an attitudinal referent, though. These findings challenge pessimistic assessments of the potential for supervisory leadership at the frontlines. Theoretical and practical implications are discussed.
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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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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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Mandel, Susan. "Exploring the Differences in Expectations Between Supervisors and Supervisees During the Initial Clinical Experience." Perspectives on Administration and Supervision 25, no. 1 (June 2015): 4–30. http://dx.doi.org/10.1044/aas25.1.4.
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The clinical experience is a major component of the curriculum for graduate degree programs in speech-language pathology. During this experience, the supervisor provides the student with the support needed to grow as a clinician. Both supervisors and students enter into the supervisory process with a variety of goals, skills, and expectations. In this article, the author presents the results of a survey in which the expectations of novice clinicians are compared to the expectations of their supervisors. Identification of the expectations of these groups assisted in determining the concerns of both supervisors and supervisees, and in assessing discrepancies, which affect the supervisor's ability to meet the student's needs. An analysis of the data revealed discrepancies in expectations of these groups. A review of expectations of novice clinicians in their first clinical experience revealed a limited understanding of the expectations of supervisors, while students entering their second clinical experience noted increased expectations for cooperative learning and supervisor feedback. Both first and second semester students expected supervisors to provide direct support throughout both clinical experiences. While supervisors expected to provide direct support to clinicians at the beginning of their first clinical experience, they anticipated moving to indirect support as the students progressed.
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Supadi, Supadi. "THE ANALYSIS OF MADRASAH SUPERVISORS' COMPLIANCE AND COMPETENCE EFFECT ON THEIR PERFORMANCE DEVELOPMENT." Educational Administration Research and Review 1, no. 1 (November 29, 2019): 1–6. http://dx.doi.org/10.17509/earr.v1i1.21405.
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This study aims to: (1) know the description of the competence of the supervisor of madrasah (2) know the description of the compliance adherence level of the madrasah supervisor (3) know the performance of the madrasah supervisor on the madrasah and (4) develop the Supervisor’s competency of madrasah by adding competence of Islamic education in Jakarta, Bogor, Depok, Tangerang and Bekasi. This research is a comparative causal research (Causal-Comparative Research) with the unit of analysis studied is the supervisor of madrasah located in Jakarta, Bogor, Depok, Tangerang and Bekasi. This study included research survey using questionnaire and in-depth interview with a total sample of 150 madrasah supervisors. The test equipment used in this study uses the classical assumption test which includes normality test, multicolonierity test, heteroscedasticity test and linearity test. The method of data analysis used is simple regression analysis and multiple regression analysis. The result of this research shows that based on the result of path analysis can be obtained the effect of inter-variables as follows: there is a positive influence of supervisor's compliance and competence to supervisor's performance.
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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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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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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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RAJAB, ABDUL. "KUALITAS LAYANAN SUPERVISI AKADEMIK PENGAWAS MADRASAH DI KABUPATEN LOMBOK TENGAH NUSA TENGGARA BARAT." MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan 2, no. 4 (February 21, 2023): 451–63. http://dx.doi.org/10.51878/manajerial.v2i4.1959.
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The madrasa supervisor is an element of controlling the quality of education in madrasas by carrying out academic and managerial supervision. Academic supervision is professional assistance provided by supervisors to teachers to improve their competence so that they are able to develop a higher quality learning process. In its implementation, the academic supervision carried out by the madrasa supervisor consists of several activities, namely the planning stages, carrying out academic supervision, and carrying out coaching, monitoring, evaluating the performance of the madrasa head and conducting PK Teacher analysis. The purpose of this study was to obtain data about 1) The condition of the madrasa supervisor academic supervision service in Central Lombok Regency, 2) The quality of the madrasa supervisor academic supervision service in Lombok Regency. This study uses a qualitative approach that is descriptive analytic. Data collection techniques used the method of observation, interviews, and documentation studies, the research subjects were madrasa supervisors, madrasa heads and teachers. Data analysis uses data analysis in the field based on the theory of Miles and Huberman which divides data analysis into three parts, namely: data reduction, data presentation, and drawing conclusions. The conclusions from this study are: 1) The academic supervision service for madrasa supervisors in Central Lombok Regency is well implemented but not optimal. Supervision planning is contained in the annual program and supervisory semester program. The implementation of supervision includes coaching, monitoring, assessment, mentoring and professional teacher training. 2) The quality of the academic supervision service for madrasah supervisors is effective both in terms of the techniques used and the implementation procedures. ABSTRAKPengawas madrasah merupakan unsur pengendali mutu pendidikan di madrasah dengan melakukan supervisi akademik dan manajerial. Supervisi akademik adalah bantuan profesional yang diberikan oleh supervisor kepada guru untuk meningkatkan kompetensinya agar ia mampu mengembangkan proses pembelajaran yang lebih berkualitas. Dalam implementasinya, supervisi akademik yang dilakukan pengawas madrasah terdiri dari beberapa kegiatan, yaitu tahapan perencanaan, pelaksanaan supervisi akademik, dan melaksanakan pembinaan, monitoring, penilaian kinerja kepala madrasah dan melakukan analisis PK Guru. Tujuan penelitian ini adalah untuk mendapatkan data tentang 1) Kondisi layanan supervisi akademik pengawas madrasah di Kabupaten Lombok Tengah , 2) Kualitas layanan supervisi akademik pengawas madrasah di Kabupaten Lombok. Penelitian ini mengunakan pendekatan kualitatif yang bersifat deskriptif analitik. Teknik pegumpulan data menggunakan metode observasi, wawancara, dan studi dokumentasi, subjek penelitian pengawas madrasah, kepala madrasah dan guru. Analisis data menggunakan analisi data di lapangan berdasarkan teorinya Miles dan Huberman yang membagi analisis data menjadi tiga bagian, yaitu: Reduksi data, penyajian data, dan penarikan kesimpulan. Kesimpulan dari penelitian ini adalah:1) Layanan supervisi akademik pengawas madrasah di Kabupaten Lombok Tengah dilaksanakan dengan baik namun belum maksimal. Perencanaan pengawasan tertuang dalam program tahunan dan program semester pengawas. Adapun pelaksanaan kepengawasan meliputi pembinaan, monitoring, penilaian, pembimbingan dan pelatihan profesional guru. 2) Kualitas Layanan supervisi akademik pengawas madrasah sudah efektif baik dilihat dari teknik yang digunakan, maupun prosedur pelaksanaanya.
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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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Baehaqi, Anan, Iim Wasliman, Yosal Iriantara, and Ida Tedjawiani. "Empowerment of PAI Supervisors Through Supervisory Working Groups." International Journal of Educational Research & Social Sciences 3, no. 2 (April 29, 2022): 668–76. http://dx.doi.org/10.51601/ijersc.v3i2.362.
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Empowerment of PAI Supervisors through the Supervisory Working Group (Research on PAI Pokjawas West Java Province). The research problem starts from the strategic position of Pokjawas as a supervisory organization for PAI supervisors but, on the one hand, shows the low competence of PAI supervisors and the lack of competency development by the authorities. That became the foundation of Kindervatter's theory of empowerment. This research aims to explore the implementation of PAI supervisor empowerment through Pokjawas in West Java Province. Specifically, it is to find out the efforts of Pokjawas The results showed that the appointment of PAI supervisors through Pokjawas in the form of (1) developing the potential (enabling) of PAI supervisors indicated by the existence of a supervisory competency development program, developing supervisory resources, building and encouraging the independence of the new supervisors for the most part; (2) building the power (empowering) of PAI supervisors is made by reinforcing to improve the competence of PAI supervisors that are already running, but not yet PAI supervisors are involved in this (3) protecting by fighting for the rights of members so that PAI supervisors feel calm, comfortable and prosperous in carrying out their duties (4) innovating for PAI supervisors by developing supervisory information systems and technology, developing supervisory supervision models, utilizing organizational information media to improve supervisory competence.
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Le, Mai, Long Pham, Kioh Kim, and Nhuong Bui. "The impacts of supervisor – PhD student relationships on PhD students’ satisfaction: A case study of Vietnamese universities." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 269–85. http://dx.doi.org/10.53761/1.18.4.18.
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This study focuses on investigating impact of supervisor – PhD student relationship on PhD students’ satisfaction with their supervisors’ supervisory styles and their skill development. A survey was conducted among 430 respondents who both finished or were doing their doctoral study at universities in Northern, Central and Southern cities in Vietnam in social science, economics and business management majors. Findings revealed that the leadership, helping, understanding and responsibility relationship between supervisors and PhD students were positively associated with PhD students’ satisfaction with supervisors’ supervisory style while the uncertain, dissatisfied and admonishing types of relationships were negatively associated with PhD students’ satisfaction. The strict relationship did not negatively affect PhD students’ satisfaction with their supervisors’ supervisory styles. Furthermore, PhD students’ satisfaction with their supervisors’ supervisory styles positively influenced their satisfaction with academic skill development during their PhD candidature. Implications and future research directions were then discussed.
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Wagner, Barry T., and Carla W. Hess. "Supervisees' Perceptions of Supervisors' Social Power in Speech-Language Pathology." American Journal of Speech-Language Pathology 6, no. 3 (August 1997): 90–95. http://dx.doi.org/10.1044/1058-0360.0603.90.
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Most speech-language pathologists function as supervisees and supervisors at various points in their careers (Anderson, 1988). This study investigates supervisees' perceptions of their current and ideal supervisors' social power during the clinical supervisory process in speech-language pathology education. Perceived social power was measured by two modified versions (Wagner, 1994) of the Rahim Leader Power Inventory (Rahim, 1988). This inventory measures the five French and Raven (1959) social power bases: expert, reward, referent, legitimate, and coercive. Graduate supervisees completed one version of the inventory by rating their current supervisor and a second version of the inventory indicating their ideal supervisor. Results revealed significant differences among supervisees' perceptions of current versus ideal supervisors relative to expert, reward, referent, and legitimate power. Overall, these results have implications for supervisors in speech-language pathology who may wish to modify their perceived social power in order to enhance supervisory relationships.
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Son, SuJin. "The role of supervisors on employees’ voice behavior." Leadership & Organization Development Journal 40, no. 1 (February 11, 2019): 85–96. http://dx.doi.org/10.1108/lodj-06-2018-0230.
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PurposeDrawing on social learning theory and social information processing theory, the purpose of this study is to examine how perceived supervisor’s voice behavior relates to employees’ own voice behavior both directly and indirectly through trust in supervisor. In particular, this study also investigates the moderating role of gender in the relationship between trust in supervisor and employee voice behavior. Further, this study proposes that gender moderates the indirect effect of perceived supervisor’s voice behavior on employee voice behavior via trust in supervisor.Design/methodology/approachThe proposed hypothesis was tested by using hierarchical regression analyses and Hayes’ PROCESS macro.FindingsThe results show that perceived supervisor’s voice behavior is positively related to an employee’s own voice behavior and trust in supervisors. In particular, trust in supervisors mediates the relationship between perceived supervisor’s voice behavior and employee’s own voice behavior. Additionally, the relationship between trust in supervisor and employees’ voice behavior was stronger for female employees.Originality/valueThe current study investigates employees’ perception of immediate supervisor’s voice behavior that encourages employees to speak up, thereby providing a more nuanced understanding of the factors that facilitate employee voice behavior. In particular, this study advances the understanding of how and why employees’ perception of supervisors’ voice behavior relates to employees’ voice behavior by examining the mediating and moderating factors.
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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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Juliana, Juliana, Yusrizal Yusrizal, and Niswanto Niswanto. "Manajemen Pengawas Sekolah Dasar pada Masa Pandemi Covid-19." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 2 (February 28, 2021): 261. http://dx.doi.org/10.17977/jptpp.v6i2.14465.
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<p><strong>Abstract: </strong>During the COVID-19 pandemic, the presence of a supervisor is essential, especially in providing guidance and supervision, conducting evaluations, providing teacher professional training to increase the effectiveness of the learning process during the Covid-19 pandemic. Given the importance of the supervisory role, the ministry of education has issued technical guidelines for implementing supervision during the covid-19 pandemic. This article aims to describe the management of the elementary school supervisor during the covid-19 pandemic in Pidie Regency. The qualitative method with a descriptive model was used in this research, and data was obtained from observations, interviews, and relevant literature reviews. This study found that the supervisors of elementary school had not prepared the supervision program properly. Likewise, the implementation and evaluation are not following the supervisor’s manual and technical instructions for the supervisor during the COVID-19 pandemic. As a result, the supervision does not positively impact effective learning during the COVID-19 pandemic at elementary schools in Pidie Regency.</p><strong>Abstrak: </strong>Di masa pandemi COVID-19, kehadiran seorang pengawas sangat penting, terutama dalam memberikan bimbingan dan supervisi, melakukan evaluasi, memberikan pelatihan profesional guru untuk meningkatkan efektivitas proses pembelajaran selama pandemi Covid-19. Mengingat pentingnya peran pengawas, Kemendikbud telah menerbitkan pedoman teknis pelaksanaan pengawasan selama pandemi Covid-19. Artikel ini bertujuan untuk mendeskripsikan manajemen pengawas sekolah dasar pada masa pandemi covid-19 di Kabupaten Pidie. Metode kualitatif dengan model deskriptif digunakan dalam penelitian ini, dan data diperoleh dari observasi, wawancara, dan studi pustaka yang relevan. Penelitian ini menemukan bahwa pengawas sekolah dasar belum mempersiapkan program supervisi dengan baik. Demikian pula, pelaksanaan dan evaluasinya tidak mengikuti pedoman dan petunjuk teknis pengawas masa pandemi COVID-19. Akibatnya, pengawasan yang dilakukan tidak berdampak positif terhadap pembelajaran<strong> </strong>yang efektif selama pandemi COVID-19 di sekolah dasar di Kabupaten Pidie.
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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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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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Hidarya, Ia, Achmad Mudrikah, and R. Supyan Sauri. "Implementation of Regulation of The Minister of Religion Number 2 Of 2012 for Islamic Education Supervisers at Schools in The Department of Education in Sukabumi Regency." International Journal of Nusantara Islam 8, no. 2 (December 26, 2020): 226–39. http://dx.doi.org/10.15575/ijni.v8i2.11082.
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Regulation of the Minister of Religion (PMA) Number 2 of 2012 concerning Madrasah Supervisors and Supervisory Islamic Religious Education (PAI) at Schools, is a policy product issued by the Ministry of Religion which gave rise to a new nomenclature, amidst the regulations of School / Madrasah supervisors, namely supervisory functional positions. PAI on Schools. This regulation has implications for the implementation of PAI supervisor duties at schools. This research was motivated by the inadequate implementation of the activities of Islamic Education Supervisors at schools in the Sukabumi District Education Office. The focus of this research is the implementation of Regulation of the Minister of Religion (PMA) Number 2 of 2012 for Islamic Education supervisors at schools in the Sukabumi District Education Office. The purpose of this research is to find out about: 1) Implementation of PMA Number 2 of 2012 for PAI supervisors in the Education Office of Sukabumi Regency; 2) Problems faced by PAI supervisors at the Education Office of Sukabumi Regency in implementing PMA Number 2 of 2012, and 3) Efforts to improve in the future in implementing PMA Number 2 of 2012. This study used a qualitative approach with descriptive methods, data collection was carried out through interviews, observation and documentation study. This is to make a systematic, factual and accurate description of the phenomenon under study. The results of the research findings show: 1) The implementation of PMA Number 2 of 2012 for PAI supervisors at the Education Office of Sukabumi Regency is not running optimally; 2) The root of the main problems faced by PAI supervisors: Policy standards; Budget; Psychological burden; Coordination; and performance appraisal. 3) Improvement efforts are made by: Directorate of PAI by compiling a draft revision of PMA Number 2 of 2012; The Sukabumi District Education Office issues a SK to assign a school supervisor to the PAI supervisor; The Ministry of Religion of Sukabumi Regency has substantially increased the pattern of guidance; PAI supervisors increase creativity and motivation in carrying out their duties and supervisory functions. Recommendations for this study are addressed to the PAI Directorate of the Ministry of Religion of the Republic of Indonesia, in the form of: PMA Revision Number 2 of 2012 so that it is relevant to the regulations of school / madrasah supervisors; Review of Islamic Religious Education (PAI) supervisor nominations in schools; Adequacy of the budget for improving the quality of supervisors; and Strengthen coordination between related institutions.
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Idris, Iswadi. "EVALUASI KINERJA PENGAWAS SMA DI KABUPATEN BENGKULU TENGAH, PROVINSI BENGKULU." PAKAR Pendidikan 13, no. 2 (July 15, 2015): 151–60. http://dx.doi.org/10.24036/pakar.v13i2.98.
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The objective of study is to find out the performance of senior high school supervisors in central Bengkuluregency Bengkulu province that consists of: (1) composing supervisory planning, (2) carrying out the supervisory planning, (3) evaluating the implementation of the supervisory planning, and (4) guiding and training of professional teachers and school principals. The research was conducted in regencies and cities in central Bengkulu regency Bengkulu province. The subject of research is senior high school supervisor in central Bengkulu regency Bengkulu province (34 persons). The method of research is mixed method. The research design used Provus is Descrepancy Evaluation Models (DEM). The data were colected by using observation, interview, questionnaire and documents. The results of research shows that: (1) the performance of supervisors in composing planningsis good category, (2) the performance of supervisors in carrying out sepervisory planningis fair category, (3) the performance of supervisors in evalauating the product of implementation of the supervisory planning is fair category, and (4) the performance of supervisors in guiding and training of professional teachers or school principals in central Bengkulu regency Bengkulu province is poor category.
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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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Liu, Pingqing, and Junxi Shi. "Trust in the subordinate and deference to supervisor in China." Chinese Management Studies 11, no. 4 (November 6, 2017): 599–616. http://dx.doi.org/10.1108/cms-12-2016-0246.
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Purpose The purpose of this paper is to illuminate the mechanism which can explain and predict subordinates’ deferential behaviour in China. Design/methodology/approach Data were collected using mail surveys. The study used two sources of data (supervisor and subordinate) obtained via two separate sets of surveys. In total, 600 questionnaires were distributed to subordinate–supervisor dyads employed in a variety of organizations, and 441 dyad-level questionnaires were collected. Findings The paper revealed that supervisors’ political mentoring (PM) moderated the strength of the mediated relationships between a supervisor’s trust in the subordinate and the subordinate’s deference to supervisor via supervisor–subordinate guanxi. Furthermore, the direct interaction effect of a supervisor’s trust and PM influenced the subordinate’s deference to supervisor only when the level of PM was low. Originality/value This study clarifies the mechanism by which supervisor’s specific behaviours affect subordinate’s deference to supervisor, and explores how supervisor–subordinate dyad creates a reciprocal relationship. The research indicates the unique effect of supervisor’s PM in Chinese organizations, and reinforces the importance of considering supervisor’s trust in the subordinate.
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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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Qin, Xin, Mingpeng Huang, Qiongjing Hu, Marshall Schminke, and Dong Ju. "Ethical leadership, but toward whom? How moral identity congruence shapes the ethical treatment of employees." Human Relations 71, no. 8 (November 9, 2017): 1120–49. http://dx.doi.org/10.1177/0018726717734905.
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Ethical leadership exerts a powerful influence on employees, and most studies share a basic premise that leaders display the same level of ethical leadership to all subordinates. However, we challenge this assumption and suggest that subordinates’ characteristics and supervisors’ characteristics may jointly influence supervisor ethical leadership behavior. Drawing upon research on person–supervisor fit and moral identity, we explore the questions of whether and how supervisor–subordinate (in)congruence in moral identity affects the emergence of supervisor ethical leadership behavior. Using multi-level and multi-source data, the results of cross-level polynomial regressions revealed that the less aligned a supervisor’s moral identity was with a subordinate’s, the more negative sentiments the supervisor held toward the subordinate, which, in turn, influenced the supervisor’s ethical leadership behavior. We also argue that not all types of congruence are alike. Our results confirmed that supervisor negative sentiments toward subordinates were higher in low–low congruence dyads than in high–high congruence dyads. Results also confirmed that by reducing supervisor negative sentiments toward subordinates, supervisor–subordinate congruence in moral identity had an indirect positive effect on supervisor ethical leadership behavior. Overall, this research highlights the importance of taking both subordinates’ and supervisors’ traits into consideration in understanding the emergence of ethical leadership.
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Cayley, Rachael. "Understanding Supervisory Practices: Commonalities and Differences in Ways of Working with Doctoral Writers." Canadian Journal for Studies in Discourse and Writing/Rédactologie 30 (April 29, 2020): 1–18. http://dx.doi.org/10.31468/cjsdwr.775.
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Thesis supervision is a crucial aspect of the doctoral writing experience. While scholarly attention to both doctoral writing and supervisory dynamics is increasing, supervisory support of doctoral students as novice academic writers is still an under-investigated topic. Not having a clear understanding of the way supervisors treat writing gives insufficient insight into a crucial aspect of the doctoral experience. To counter this lack of information about supervision as it pertains to writing, I conducted interviews with seven supervisors who were identified by their doctoral students as a good supervisor of writing. In this paper, I will discuss the practices that unified and those that distinguished these supervisors in their role as supporters of doctoral writing. The supervisors interviewed expressed similar ideas in three areas: reflexivity about academic writing; awareness of variability among doctoral writers; and acceptance of the profound challenges facing doctoral writers. In three other key areas, the supervisors expressed significant differences: attitudes towards the appropriate degree of supervisory support; commitment to writing support as professional development; and facilitation of peer mentoring. These patterns of commonality and difference suggest that good supervisory writing support may allow for significant variations while still drawing upon crucial shared precepts.
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Yoon, David J., and Joyce E. Bono. "Hierarchical power and personality in leader-member exchange." Journal of Managerial Psychology 31, no. 7 (September 12, 2016): 1198–213. http://dx.doi.org/10.1108/jmp-03-2015-0078.
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Purpose The purpose of this paper is to examine the role of supervisor and subordinate personality in high quality supervisor-subordinate (leader-member exchange; LMX) relationships. Design/methodology/approach In this field study, 142 supervisors drawn from a leadership development program, and 509 of their subordinates, completed a personality survey and reported on the quality of their relationships. Findings Self and partner personality (agreeableness and extraversion), and the match between them were predictors of LMX. Consistent with approach/inhibition theory of power, personality traits of relationship partners had a stronger effect when the partner held a position of power (i.e. supervisors) than when the partner was a subordinate. Practical implications The results inform organizational selection by showing the importance of supervisory traits for the formation of high quality supervisor-subordinate relationships. They may also help organizations facilitate the development of high quality supervisory relationships. The findings also suggest that it is critical to consider the balance of power when assessing LMX, along with factors that lead to its development, or benefits that ensue from it. Originality/value To date, there is an assumption that certain traits predict the development of high quality relationships between supervisors and subordinates. The results point out the importance of considering the role of power in LMX relationships. The paper shows that the effects of supervisory traits, which are rarely examined in the context of LMX relationships, more strongly predict LMX than do the traits of subordinates.
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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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Mohd Ali, Nur Hafizah, Siti Aishah Hassan, Othman Jailani, Zeinab Zaremohzzabieh, and Zhi Jie Lee. "The Impact of Supervisory Styles on Satisfaction of Undergraduate Counselling Interns in Malaysia." Asian Journal of University Education 16, no. 3 (October 20, 2020): 138. http://dx.doi.org/10.24191/ajue.v16i3.11079.
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Clinical experience in counsellor education would not be possible without the kind support of our site supervisors. Day-to-day guidance, advice, and real understanding given to undergraduate students are essential in helping students develop and grow into competent counsellors during their internships. Supervisors play different roles and styles during the supervision process. Thus, this study aimed to assess student perceptions of counsellors' supervisory styles and examine what impact those styles have on the satisfaction of undergraduate counselling interns. This study is quantitative, where a total of 138 counselling interns were selected from four public universities in Malaysia. The results showed that in the Malaysian backdrop, four supervisory styles have a major relationship with supervisory satisfaction, and they are as follows: directive teacher, supportive teacher, counsellor, and delegating colleague (consultant) styles respectively. This study has also filled the knowledge gap existing in the realm of counselling supervisory styles. Furthermore, the newly modified instruments of supervisory styles inventory may be applied to the undergraduate level interns. In practice, this helps supervisors to enhance the supervision process. The undergraduate counselling interns mostly are satisfied with supportive supervisory style. In this regard, supervisors or counsellor educators may find the most functional and appropriate style that suits their interns.
Keywords: principal supervisory, satisfaction, supervisor, supervisory style, undergraduate counselling interns
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Grützmacher, Lisa S., and Carsten C. Schermuly. "A Social Learning Perspective on the Trickle-Down of Psychological Empowerment from Supervisor to Subordinate." Zeitschrift für Arbeits- und Organisationspsychologie A&O 65, no. 3 (July 2021): 138–52. http://dx.doi.org/10.1026/0932-4089/a000358.
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Abstract. Because of its relevance for organizations and their employees, psychological empowerment (PE) has received a great deal of attention in research and practice. Supervisors play an important role in the promotion of subordinates’ PE. In the present article, and on the basis of social learning theory, we examine how the supervisor’s perceived and self-reported PE influence the subordinate’s PE. The results of two multi-wave studies involving more than 1,000 participants suggest that the supervisor’s perceived PE can predict the subordinate’s PE. The supervisor’s self-reported PE did not affect the subordinate’s PE: PE does not seem to trickle down from supervisor to subordinate. The relationship between the supervisor’s perceived PE and the subordinate’s PE was stronger when trust in the supervisor was higher. Supervisors who want to promote subordinates’ PE through modeling should therefore ensure that they are perceived as psychologically empowered and invest in relationships of trust with their subordinates.
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O'Brien, Fabius P., Jerald F. Robinson, and G. Stephen Taylor. "The Effects of Supervisor Sex and Work Environment on Attitude toward Older Employees." Public Personnel Management 15, no. 2 (June 1986): 119–30. http://dx.doi.org/10.1177/009102608601500203.
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The effects of supervisor gender and work environment (public versus private sector) on supervisors' attitudes toward older employees were investigated. Participants attending a supervisory development institute completed questionnaires relating to performance appraisal practices in the public and private sectors. As part of this larger study, 120 participants were selected at random and combined in a balanced, 2 × 2 factorial ANOVA. Two independent variables — supervisor sex and type of work environment — were manipulated to assess their effects on supervisors' attitudes towards older employees. A significant main effect was found for type of work environment, confirming the hypothesis that public sector supervisors were more lenient in their evaluations of older employees. A main effect was also found for supervisor gender, but not in the predicted direction. Female supervisors were found to be more unfavorable in their evaluations of older employees. No interaction was found. Implications of findings and suggestions for future research are offered.
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Hayati, Hanida, Muhammad Syaiful, and Khalifaturrahmah Khalifaturrahmah. "OPTIMALISASI PERAN PENGAWAS DALAM MENINGKATKAN MUTU PELAJARAN PENDIDIKAN AGAMA ISLAM." Hijri 10, no. 2 (December 15, 2021): 73. http://dx.doi.org/10.30821/hijri.v10i2.11308.
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<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The argument of this article is that in an effort to improve the morals of students and build the character of the young Muslim generation, Islamic religious education subjects play an important role. Therefore, teachers and supervisors must be able to work together, while supervisors need to be more optimal in carrying out supervisory duties. The research method uses a qualitative approach to a literature review with analysis using content analysis. The research finding is that conceptually the supervisor's role is very crucial in improving the quality of education and learning quality. Supervisors greatly contribute to improving the quality of Islamic religious education learning. The author suggests that the government can systematically optimize the role of supervisors by first providing refreshments in the aspects of skills and commitment in carrying out their responsibilities as supervisors of Islamic religious education lessons.</p></td></tr><tr><td valign="top" width="369"><p><em>Optimization</em><em>, Supervisor, Islamic Education</em></p></td></tr></tbody></table>
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Khairinal, Adrianus Chatib, and Dailami Julis. "MANAGEMENT OF SUPERVISORS MADRASAH IN QUALITY IMPROVEMENT MADRASAH ALIYAH IN JAMBI PROVINCE (ANALYSIS OF PAI SUBJECT SUPERVISORS AT MADRASAH ALIYAH)." International Journal of Research -GRANTHAALAYAH 7, no. 7 (July 31, 2019): 370–80. http://dx.doi.org/10.29121/granthaalayah.v7.i7.2019.790.
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Good supervision will create the professionalism of teachers in learning so as to produce good learning achievements and then produce good graduate competencies. The main questions in this dissertation research are: why is the management of supervisors in improving the quality of madrasah education at MAN / MAS Jambi City, Muaro Jambi District, East Tanjung Jabung Regency and Kerinci District?
This study uses descriptive qualitative research methods with sampling techniques carried out by purposive sampling. The subjects of this study were the Aliyah Madrasah Supervisor as the key informant, while the Head of the Madrasah Education Division, the City / District Ministry of Religion, the Head of the Aliyah Madrasah, and the teacher as the informant. Furthermore, the technique of collecting data using interviews, observations and documentation studies. Data analysis using flow data analysis models include: data collection, data reduction, data presentation, and conclusion drawing.
The results of this study found that first, the management of supervisors in Madrasah Aliyah has not been done optimally. Madrasah Aliyah supervisors have not yet made detailed monitoring plans based on their time period or period of work. Second, the internal factors that have not been optimal for Islamic Education supervisors in improving the quality of education in Aliyah Madrasah are as follows: 1) Lack of supervisory competence, 2) Low supervisory resources, 3) Lack of supervisory motivation, 4) Lack of supervisory commitment. While external factors have not been optimal, supervisors in improving the quality of Aliyah Madrasah are as follows: 1) Supervisory recruitment. 2) Effect of government policy. 3) Lack of support from the Ministry of Religion. Third, the efforts of Aliyah Madrasah supervisors in improving the quality of education are: 1) Enhancing supervisory abilities. 2) Supervision of supervisor performance, 3) Support from the Ministry of Religion. Fourth, models of supervisors who supervise the madrasa.
The implication of this research is that the management of supervisors in improving the quality of the Aliyah Madrasah in Jambi Province is reviewed through the application of management functions carried out by the Head of the Ministry of Religion Office, starting from the planning process to the work assessment. The results of this study are recommended to various parties as follows: first, it is expected that the Provincial Ministry of Religion Office as a competent party to supervise the performance of the Aliyah Madrasah supervisors, secondly, it is expected that the head of madrasah proactively assists supervisors in supervising teachers in Madrasah , thirdly the community is demanded cooperation with supervisors in improving the quality of madrasa teachers.
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Kim, Peter BeomCheol, and Kevin D. Carlson. "Agreement on service performance ratings between frontline employees and their supervisor." Journal of Service Theory and Practice 26, no. 5 (September 12, 2016): 721–40. http://dx.doi.org/10.1108/jstp-04-2015-0110.
Full textAbstract:
Purpose The purpose of this paper is to examine whether agreement between frontline employee self-ratings and supervisory ratings of service performance functions as an indicator of healthy supervisor-subordination relationships above and beyond what might be indicated simply by either supervisory ratings or self-ratings. Design/methodology/approach Research hypotheses were tested using a sample of 220 matched pairs of frontline service workers and their immediate supervisors from nine full service hotels in the USA. Findings The results show that higher levels of agreement in service performance ratings between employees and supervisors is associated with higher levels of leader-member exchange (LMX) and organizational commitment. Practical implications Senior managers can refer to the level of performance rating agreement between customer service employees and their supervisors in assessing supervisors’ competency to manage their work relationship with their subordinates. Originality/value This study examined rating agreement in a service performance context and found rating agreement between subordinates and their supervisor may have a unique effect on service worker effectiveness, producing a unique incremental effect on LMX and organizational commitment. This is important given that few attempts have been made to examine service performance from both subordinates’ and supervisors’ perspectives and the implication that rating agreement may have for improving employee service performance.
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Koumboulis, Fotis N., Dimitrios G. Fragkoulis, Ioannis Kalkanas, and George F. Fragulis. "Supervisor Design for a Pressurized Reactor Unit in the Presence of Sensor and Actuator Faults." Electronics 11, no. 16 (August 13, 2022): 2534. http://dx.doi.org/10.3390/electronics11162534.
Full textAbstract:
The preservation of the efficient functionality of a pressurized reactor unit in the presence of faults is the aim of the present paper. To satisfy this aim, a distributed supervisory control scheme, considering the possibility of system faults, was designed. Towards this aim, the models of the subsystems of the total pressurized reactor unit in the presence of sensor and actuator faults are developed, using finite deterministic automata. This is the first contribution of the paper. The desired performance of the unit was formulated in the form of rules guaranteeing the desired behavior of a pressurize–depressurize cycle and safety specifications. The rules were translated to six desired regular languages. The realization of these languages, in the form of supervisor automata, was accomplished. This is the second contribution of the paper. A modular supervisory design scheme, towards safety and tolerance in the presence of faults, was proposed and realized, and the properties of the proposed supervisors and the controlled automaton were proven. This is the third contribution of the paper. The complexity of each supervisor was computed. The efficiency of the supervisory design scheme was illustrated through simulations. A PLC implementation of the derived supervisors was proposed. The derived supervisors are suitable for implementation as function blocks.
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Bagnall, Gellisse. "Preparing for clinical supervision in psychology: What can we learn from the Scottish experience?" Clinical Psychology Forum 1, no. 216 (December 2010): 15–20. http://dx.doi.org/10.53841/bpscpf.2010.1.216.15.
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This article describes the development and systematic evaluation of supervisor training for new clinical psychology supervisors in Scotland, which includes an innovative process of portfolio review for evaluating supervisory competence. Future implications are considered in the context of IAPT.
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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.
Full textAbstract:
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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Selivanova, O. A., O. I. Dubrovina, and O. N. Rodina. "Student-supervisor interaction problems in joint research activity." SHS Web of Conferences 87 (2020): 00030. http://dx.doi.org/10.1051/shsconf/20208700030.
Full textAbstract:
Growing interest in improving the quality of student’s research activity in higher education has led to an emphasis on student-supervisor interaction in joint research activity. The study presented here was carried out in Tyumen State University, Tyumen, Russia. The participants were 30 supervisors and 60 students from the Pedagogical Institute. The study defined student and supervisor interaction problems and characterized the ways of student-supervisor interaction that reduce student’s motivation for a creative approach to writing research work when student’s research work is perceived as (1) supervisor’s burden, (2) a source of supervisor’s innovative ideas, (3) a source of additional information or (4) a source of primary information processing for supervisor’s scientific work. Implications are given to prevent ineffective ways of student-supervisor interaction and improve the quality of student’s research training in multi-level university education.
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Assist. Instructor: Sa’ad Mizher Karamallah. "English Language Teachers' Acceptability to their Supervisors and its Relationship to the level of their Commitment to the Supervisory Recommendations." journal of the college of basic education 26, no. 108 (March 30, 2022): 600–626. http://dx.doi.org/10.35950/cbej.v26i108.5295.
Full textAbstract:
It is the responsibility of the educational supervisor to have many tasks and a heavy burden in giving directions that guide in-service teachers to encounter the accelerating and contemporary changes relating to scientific and technical knowledge and employing it in the educational process. The role of the educational supervisor has dramatically transformed from inspecting into guidance and then to the modern educational supervision that is based on established scientific basics which allow cooperative democratic dialogue. The present research aims at:
Identifying the level of EFL teachers' acceptance of the English
language supervisors.
Identifying the level of EFL teachers' acceptance to the English
language supervisors according to the following variables:
Gender B. Degree hold C. years of in- service
The level of EFL teachers ’commitment to the supervisory
recommendations are given by the English language supervisors.
The level of teachers ’commitment to the supervisory
recommendations given by the English language supervisors according
to variables of :
Gender B. Degree hold C. years of in-service
The connection of the level of acceptance and commitment to the
Supervisory recommendations.
The researcher adopted the descriptive approach to be the analysis method, and the research population is represented by the English language teachers at the Directorate General of Education Baghdad / Al- Rusafa/3 (919) EFL teachers. The sample overs (183)EFL teachers were distributed into three groups Gender, Degree hold, and years of service.
The researcher sets two instruments namely an acceptance scale and a questionnaire. Results obtained show that there is acceptance of the supervisors by the EFL teachers and commitment to the supervisory recommendations given to them. The results also reflect that there is a positive direct relationship between the level of acceptance and the level of commitment to the supervisory recommendations.
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Hapsari, Melati Indri. "MODEL PEMBINAAN PENINGKATAN KOMPETENSI PENILIK." Perspektif Ilmu Pendidikan 24, no. XV (October 31, 2011): 128–37. http://dx.doi.org/10.21009/pip.242.3.
Full textAbstract:
Non-formal education supervisors play an important role in providing and developing quality non-formal education. As their career development is based on their professional performance regulated in a credit system, many of the supervisors face hindrance to complete the requirement with the existing situation. This research introduces a model of supervisor’s competence development resulted from a research conducted in five districts in Central Java involving a number of non-formal education supervisor. The model was developed on the bases of supervisor’s competence mapping.
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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.
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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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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Hess-Holden, Chelsey. "Predictors of Supervisee Self-Disclosure Within the Supervisory Relationship." Journal of Counseling Research and Practice 4, no. 1 (April 1, 2019): 68–85. http://dx.doi.org/10.56702/uckx8598/jcrp0401.5.
Full textAbstract:
The present study investigates how the supervisory working alliance, supervisor’s style, and the supervisee’s level of self-efficacy are able to predict the supervisee’s level of self-disclosure to the supervisor. Forty-two supervisees completed the Working Alliance Inventory – Trainee (Bahrick, 1990), Trainee Disclosure Scale (Walker, Ladany, & Pate-Carolan, 2007), Supervisory Style Inventory (Friedlander & Ward, 1984), and Counseling Activity Self-Efficacy Scales (Lent, Hill, & Hoffman, 2003). The supervisee’s level of self-disclosure was statistically significantly predicted by the supervisory working alliance, supervisor’s style, and the supervisee’s counseling self-efficacy. Counseling self-efficacy was found to be a statistically significant predictor of supervisee self-disclosure.
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Hess-Holden, Chelsey. "Predictors of Supervisee Self-Disclosure Within the Supervisory Relationship." Journal of Counseling Research and Practice 4, no. 1 (April 1, 2019): 68–85. http://dx.doi.org/10.56702/gfbh7356.
Full textAbstract:
The present study investigates how the supervisory working alliance, supervisor’s style, and the supervisee’s level of self-efficacy are able to predict the supervisee’s level of self-disclosure to the supervisor. Forty-two supervisees completed the Working Alliance Inventory – Trainee (Bahrick, 1990), Trainee Disclosure Scale (Walker, Ladany, & Pate-Carolan, 2007), Supervisory Style Inventory (Friedlander & Ward, 1984), and Counseling Activity Self-Efficacy Scales (Lent, Hill, & Hoffman, 2003). The supervisee’s level of self-disclosure was statistically significantly predicted by the supervisory working alliance, supervisor’s style, and the supervisee’s counseling self-efficacy. Counseling self-efficacy was found to be a statistically significant predictor of supervisee self-disclosure.