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Journal articles on the topic 'Supervisors'
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1
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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Chaima, Bekki, and Ahmed Fizya Bouchama-Sari. "Investigating Dissertation Supervisors’ Characteristics Valued by Supervisees and their Effect on the Supervision Process." Educatia 21, no. 27 (May 14, 2024): 14–37. http://dx.doi.org/10.24193/ed21.2024.27.02.
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The Supervision process requires both supervisors and supervisees to perceive supervisors’ qualities as a determining criterion in the selection of supervisors. In order to investigate supervisors’ characteristics valued by supervisees and their effect on the supervision process in the English department at the University of Tiaret, two questionnaires were handed to 40 Master 2 Didactic students and 10 teachers selected through purposive sampling The data generated were subject to quantitative and qualitative analysis. The findings revealed that supervisees appreciate supportive, flexible, responsive, available and knowledgeable supervisors. Results also suggested that directive, demanding, unresponsive and inaccessible supervisors are not appreciated. Further, it was found that lack of clear guidelines on how to choose a good supervisor, lack of awareness of the roles of supervisors and supervisees and obliviousness of supervisors’ contribution to supervisees’ overall development were the principal reasons causing challenges in finding a suitable supervisor. The findings also showed that supervisors’ selected characteristics enhance supervision by creating an inclusive and productive environment that reaches intended outcomes efficiently. Considering these results, the following pedagogical implications are offered. The study argues for organizing seminars to inform (future) supervisees of characteristics of good supervisors and how to choose a suitable one, cultivating a positive relationship between supervisors and supervisees by clarifying the roles of each, scheduling meetings between supervisors and supervisees to create a code of conduct for working together on long terms, regulating guidelines for supervisor selection and tailoring supervisory programs that prioritize the characteristics identified in this research.
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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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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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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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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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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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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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AbuSaaleek, Atef, and Aied Alenizi. "Exploring EFL Supervisors' Feedback on Postgraduates' Research Proposals: Functions and Foci." Register Journal 16, no. 2 (December 2, 2023): 207–23. http://dx.doi.org/10.18326/register.v16i2.207-223.
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Supervisory feedback plays a crucial role in supervising research in higher education. Feedback is a crucial component of successful teaching practices in the context of postgraduate research proposal writing. Effective supervisory feedback can promote supervisees' academic writing and enhance the quality of their research proposals. Therefore, this study aimed to examine the feedback functions and feedback foci that EFL supervisors employ in their written feedback when refining postgraduate research proposals. A qualitative approach and simple descriptive quantitative measures were adopted to address the study's aims and estimate the prevalence of feedback forms. The study's sample included (N = 5) supervisors (4 male and 1 female supervisor) supervising postgraduate students as part of the M.A. in Applied Linguistics program. Data were collected from five supervisory feedback reports on postgraduates' research proposals and proposal drafts. The finding revealed that the EFL supervisors predominantly used directive feedback (52%) in their feedback provision instead of referential (30%) and expressive feedback (18%). Additionally, the findings showed that the EFL supervisors primarily focused on content issues (53%), followed by organization (29%) and appropriateness (19%), and the lowest number of supervisory feedback focused on linguistic accuracy (16%). The study provides pedagogical implications for supervisors and recommendations for further studies.
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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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Meydan, Betül. "Facilitative and hindering factors regarding the supervisory relationship based on supervisors’ and undergraduate supervisees’ opinions." Pegem Eğitim ve Öğretim Dergisi 9, no. 1 (October 15, 2018): 171–208. http://dx.doi.org/10.14527/pegegog.2019.007.
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The purpose of the present study was to examine Turkish counseling supervisors’ and undergraduate supervisees’ opinions about the supervisory relationship. Upon completion of Individual Counseling Practice course, semi-structured individual interviews were conducted with four voluntary supervisors (two female and two male) and their four voluntary undergraduate supervisees (four female) in a case study design. Content analysis results revealed three main categories of supervisors’ and supervisees’ opinions on the supervisory relationship: a) facilitative factors, b) hindering factors, and c) effects. The findings were discussed in the light of the relevant literature and recommendations regarding developing strong supervisory relationship with undergraduate supervisees are presented.
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Ashley, Wendy, and Allen E. Lipscomb. "Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad." International Research in Higher Education 3, no. 3 (July 17, 2018): 22. http://dx.doi.org/10.5430/irhe.v3n3p22.
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This article is aimed at raising critical consciousness, accountability and empowerment in the supervisory relationship in graduate field education. As more clinicians with intersecting identities navigate rigorous Master’s degree programs, there is a growing need for field instructors to utilize cultural humility in their supervision approach and style. In addition, burgeoning clinicians need to be affirmed, empowered and aware of the intra/inter-cultural dynamics inherent in the supervision process, giving specific attention to power and privilege. In order to navigate culturally relevant supervision for new therapists with a level of humility, field instructors and supervisors face a tall order; it is essential they address cultural differences, validate cultural identities and experiences, and explore power, privilege and intersectionality in the supervisory space while concurrently supporting clinical growth. These difficult dialogues require specific skills, self-awareness and vulnerability on the part of the supervisor. As supervisors attempt to initiate this transformative process, it is important to consider similarities and differences in how supervisors and supervisees experience efforts to engage in difficult dialogues. The authors utilized an anonymous online survey to explore the experiences of supervision among supervised clinicians (n=51) and supervisors (n=39). Qualitative data reflect beneficial supervision regarding clinical content, with a consistent lack of discussion and recognition of power and privilege dynamics; lack of affirmations regarding cultural identities; and superficial exploration of cultural nuances in the supervisor dyad. Findings suggest supervisees need authentic, validating, process oriented exchanges in clinical supervision, especially in field internships where they are learning how to manage clients, their own lived experiences and authenticity in supervision. Recommendations for initiating transformative supervisory practices are included.
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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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Ladany, Nicholas, Deborah Lehrman-Waterman, Max Molinaro, and Bradley Wolgast. "Psychotherapy Supervisor Ethical Practices." Counseling Psychologist 27, no. 3 (May 1999): 443–75. http://dx.doi.org/10.1177/0011000099273008.
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The overall purpose of this article is to present a review of the literature that identifies the salient ethical guidelines related to the practice of supervision and to discuss the results of a study that examined supervisor ethical practices. In terms of our investigation, we examined supervisee perceptions of their supervisors’ adherence to ethical guidelines, supervisee reactions to ethical violations, and the relationships among supervisor ethical behaviors, the supervisory working alliance, and supervisee satisfaction. The results indicated that 51% of the 151 beginning to intern-level supervisees sampled reported at least one ethical violation by their supervisors. The most frequently violated guidelines involved adequate performance evaluation, confidentiality issues relevant to supervision, and ability to work with alternative perspectives. Greater nonadherence to ethical guidelines was significantly related to a weaker supervisory alliance and lower supervisee satisfaction. Limitations and implications for psychotherapy supervision theory, research, and practice are addressed.
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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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Shafiq, Ali, Saeed Pahlevan Sharif, and Anbareen Jan. "Psychometric Analysis of a Proposed Model to Determine Factors Influencing Selection of a Research Supervisor." International Journal of Doctoral Studies 15 (2020): 285–304. http://dx.doi.org/10.28945/4567.
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Aim/Purpose: This paper found some factors which influence research supervisees’ selection of their research supervisors. Background: Research on supervisor-supervisee relationship is mostly conducted when research students have already initiated their studies. Research on how a supervisor is selected before the research begins is researched less. How do supervisees select their supervisors? Which factors do they consider important? These questions were not clearly answered in the literature so far. Methodology: A scale was developed to measure factors which influence the selection of research supervisors. Using an online survey, data was collected from 315 research students in Malaysia between August and October 2018. Psychometric properties of the scale were assessed using exploratory factor analysis followed by confirmatory factor analysis. Construct reliability, convergent validity, and discriminant validity of the scale were assessed using composite reliability, maximal reliability, average variance extracted, and maximum shared variance. Contribution: How research supervisees select their supervisors is an understudied area. Most of the research on supervisor selection is done after the research journey has begun. This research focuses on the thought processes before supervisor selection. Findings: Demographics, expertise, and physical appearance emerge as important constructs that influence the thought process of a research supervisee. Each of these constructs is composed of several dimensions, each with its own weight and importance. Recommendations for Practitioners: Research supervision is an integral part of contemporary teaching profession. To develop this important dimension of an academic’s career, this research holds high significance. The emerging factors will help researcher supervisors enhance their profiles and become more visible. This has practical implications for higher education institutions as well. Recommendation for Researchers: Further studies in this area can explore these factors across different cultures, distinction between undergraduate and postgraduate students, public and private higher education institutions, and scholarship or self-funded students. Impact on Society: Attracting better and relevant research students will result in a better match between researcher’s capability and supervisor’s expertise leading to high impact research. Future Research: This research was done on only 315 respondents. More respondents from diverse population might influence the outcome.
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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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Padyab, Ali, and Martin Lundgren. "Stress in doctoral supervision: A perspective on supervisors." Journal of Praxis in Higher Education 5, no. 2 (September 5, 2023): 91–117. http://dx.doi.org/10.47989/kpdc307.
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The research on stress in doctoral education has largely focused on doctoral researchers’ well-being. However, also doctoral supervisors experience stress. This study aims to uncover the dimensions of stressors related to doctoral supervisors and different sources of stress experienced by them. Interviews with doctoral supervisors were conducted to gather evidence of doctoral supervisor stress. We identified eight stressors, of which three were shared between the supervisor and the doctoral researcher: time pressure, balancing work and personal time, and doctoral researcher’s project. Other sources of stress for doctoral supervisors were related to the defence day, organisational and administrative factors, engagement with the student’s personal issues, managing “out-of-scope activities”, and the supervisor’s relationship with their co-supervisor. The insights gained from this study may assist supervisors in finding coping strategies to minimise their stress. Moreover, it can be a step towards understanding how the impact on supervisor’s stress might be theorised.
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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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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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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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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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Hidayatulloh, Arif, Akhyak Akhyak, and Asrop Safi’i. "Supervisory Strategy of Inner Madrasah Aliyah Education Improving the Professionalism of Madrasah Heads." Journal of Instructional and Development Researches 3, no. 5 (October 31, 2023): 188–200. http://dx.doi.org/10.53621/jider.v3i5.256.
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Education is one of the efforts to improve human quality. One of the elements that make education more quality, is human resources, namely teachers, prinsiple of madrasah, educators and education staff, namely teachers, other educators, madrasah principle, and madrasah supervisors. To improve the professionalism of teachers and madrasah principals, supervisory guidance is needed as a coach. In carrying out their supervisory duties, madrasah supervisors need strategies that will be used in carrying out their supervisory duties.Data collection in this study used in-depth interviews, observation, and documentation techniques. Data analysis was carried out in two stages, namely single site data analysis and cross site data analysis. Data analysis techniques through data reduction, data presentation, and drawing conclusions. The technique for checking the validity of the data is through credibility, transferability, dependability, and confirmability.The results of this study indicate that: 1) The planning strategy of madrasah supervisors consists of: (a) Forming a teamwork to formulate a supervisory program. (b) Planning the program according to the needs of the madrasa principal based on the previous year's evaluation and carried out collaboratively. (2) Implementation strategy of madrasah supervisors, namely: (a) Carrying out periodical coaching and mentoring at least 3 times a year, namely at the beginning of the year, in the middle and at the end of the year. (b) Carry out monitoring of 8 SNPs and supervision and to the head of the madrasa in accordance with the planning schedule, 3) The supervisor's evaluation strategy, namely: (a) Carrying out a coaching evaluation and analyzing the results after providing guidance to the head of the madrasa. (b) Evaluation and analysis of monitoring results is carried out by the development supervisor in collaboration with other supervisors. The formal finding of this research is the Periodic Collaborative Madrasah Supervisory Strategy.
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A, Ardin. "SUPERVISI MENGAJAR PADA PENGEMBANGAN KOMPETENSI GURU DI MADRASAH IBTIDAIYAH WILAYAH TIGA BONE." JURNAL AL-QAYYIMAH 6, no. 1 (June 10, 2023): 1–31. http://dx.doi.org/10.30863/aqym.v6i1.4414.
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This study aims to describe the learning supervisors carried out by madrasa supervisors for teachers in improving teaching competence in Madrasah Ibtidaiyah Region 3, Bone Regency, 2) Describe the implications of the strategy of madrasa supervisors for increasing class teacher competence in Madrasah Ibtidaiyah Region 3, Bone Regency. This type of research is qualitative using data collection techniques, namely observation, interviews and documentation. The data analysis technique is through the stages of data reduction, data presentation, data verification and drawing conclusions.The results showed that, first, madrasas located in region 3 of Bone Regency tended to carry out learning supervision with three strategies consisting of the planning stages (preparation of supervisory semester programs, preparation of annual supervision programs, preparation of supervision programs/schedules for each school), implementation stages (supervision of equipment learning, supervising the implementation of learning in class, providing the results of a review/assessment of the results of supervision of learning in class) and evaluation stages (student learning outcomes in the form of daily tests, mid semester, and semester tests, results of national exams in arts and sports achievements, attitude achievements ( honesty, discipline, responsibility, cooperation, tolerance and others)). The second result, the implications of the madrasa supervisor's strategy for increasing the competence of class teachers in Madrasah Ibtidaiyah Region 3, Bone Regency, it can be seen that the four competencies (pedagogic, social, personality and professional) have been fostered by the madrasa supervisor. This coaching is carried out when the madrasa supervisor supervises program planning, program implementation and evaluates the results of supervision and fosters the competency of the madrasa supervisor for class teachers in Madrasah Ibtidaiyah in the Bone Regency area. This can be seen from student learning outcomes in the form of increased cognitive test results and changes affective behavior.
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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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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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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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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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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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Khatoon, Rohina, Khwaja Hisham ul Hassan, and Farhana Akmal. "Factors Contributing to Delay in Research Work at M.Phil. Level." Global Educational Studies Review VIII, no. I (March 30, 2023): 101–17. http://dx.doi.org/10.31703/gesr.2023(viii-i).10.
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The purpose of this study was to examine the factors contributing to the delay in the research work of MPhil students in the public sector universities of Punjab. The focus of this study was to identify the key factors that have affected MPhil Degree delay. The population of the study was all the supervisors and supervisees of the public sector universities of Punjab. The sample of the study was ten supervisees and five supervisors conveniently selected. A semi-structured interview was used as an instrument. Thematic analysis technique was used. Responses of the respondents revealed that time management, job constraints, marital status, understanding of the research, lack of motivation, access to supervisor, domestic and social responsibilities of the researcher, workload of supervisors and inexperienced supervisor were the most significant factors. The findings of this study suggested that supervisors and supervisees needed to be actively engaged in research activities during the course work and thesis work.
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Wiley, Erica D., Julia C. Phillips, and Donna E. Palladino Schultheiss. "Supervisors’ Perceptions of Their Integration of Strength-Based and Multicultural Approaches to Supervision." Counseling Psychologist 49, no. 7 (August 30, 2021): 1038–69. http://dx.doi.org/10.1177/00110000211024595.
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This study explored how, and to what degree, clinical supervisors utilize and integrate strength-based and multicultural approaches. We conducted a qualitative investigation using a grounded theory paradigm and consensual qualitative research methodology and analysis. Participants included 14 licensed psychologists. We organized the data into four domains: (a) supervisory approaches, (b) multicultural content/integration of multicultural approaches, (c) strength-based content/integration of strength-based approaches, and (d) supervisor power and supervisee empowerment. Results suggested that participants were keenly aware of multiculturalism and multicultural competence, and infused these perspectives throughout their supervision. Supervisors as a group were less aware of the ways that they used strength-based approaches with their supervisees, although a subset of participants intentionally used strength-based interventions. Notably, some supervisors used multicultural and strength-based perspectives in an integrative fashion by recognizing that strengths vary depending on the cultural context. We discuss implications for supervision practice, advocacy, theory, and research.
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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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Shahzad, Shumaila, Muhammad Shabbir Ali, and Umair Ayub. "Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work." Global Social Sciences Review IV, no. II (June 30, 2019): 356–63. http://dx.doi.org/10.31703/gssr.2019(iv-ii).46.
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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.
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Shapiro, David A. "Interaction Analysis and Self-Study." Language, Speech, and Hearing Services in Schools 25, no. 2 (April 1994): 67–75. http://dx.doi.org/10.1044/0161-1461.2502.67.
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This article introduces supervisors and supervisees to interaction analysis and self-study in the supervisory process in speech-language pathology and audiology. Four interaction analysis systems served as the basis of a descriptive self-study in which 10 consecutive, individual supervisory conferences were transcribed, coded, and analyzed. Results are reviewed for the purposes of profiling a supervisor’s and supervisee’s conference behavior, monitoring changes in specific supervisory objectives, critiquing the instruments utilized, and demonstrating the importance of self-study. Collecting, analyzing, and sharing objective data are emphasized as components of self-study and as a foundation for understanding the supervisory process and for facilitating professional growth in school-based and other professional settings.
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Dewi, Novita, Yustina Devi Ardhiani, Emanuel Sunarto, and Anne Shakka. "Unveiling Supervisor-Supervisee Relationships in Master’s Thesis Writing: Insights from Students’ Voices." Education and Self Development 19, no. 2 (June 26, 2024): 23–37. http://dx.doi.org/10.26907/esd.19.2.03.
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One of the issues that Master’s students frequently experience when writing their theses is how they view and communicate with their supervisors. This study aims to gain a comprehensive understanding of supervisor-supervisee relationships in Master’s thesis writing. The study’s objective is to explore Master’s students’ supervision practices, their interactions with supervisors, and their implications for humanistic education and holistic student development. Participants at a private university in Yogyakarta, Indonesia took the online survey using Google Forms, which contained questions about their thesis writing and other connected concerns. The accounts gathered from the 35 students who responded to the questions were processed as data and interpreted using Krippendorf’s qualitative content analysis and Polkinghorne’s narrative inquiry. The framework employed was intersectionality. The study reveals that the participants perceived supervisors as (1) affable and professional academic mentors, (2) intellectual partners, and (3) personal confidantes. The participants’ accounts may provide insight into the ideal supervisor-supervisee relationship. The supervisees’ perspectives suggest that supervisors’ triple roles assist students in managing relationships and promoting whole-person growth. Several implications for strengthening humanistic education and self-development are highlighted in the study, including supervisory responsibilities, cura personalis, emotional support, and holistic development. This study contributes to the existing literature by focusing on the often-overlooked perspectives of thesis students in Indonesia, particularly at the Master’s level.
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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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Schultz, Jared C. "Construction and Validation of a Supervisor Principle Ethics Scale." Australian Journal of Rehabilitation Counselling 17, no. 2 (December 1, 2011): 96–105. http://dx.doi.org/10.1375/jrc.17.2.96.
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AbstractPsychometric properties on a newly developed Supervisor Principle Ethics Scale (SPES) are reported. The SPES was created to measure supervisees' perceptions of supervisors' use of ethical principles (Autonomy, Beneficence/Nonmaleficence, Justice, Veracity, Fidelity). Participants were vocational rehabilitation counsellors with a state agency in the United States (US) (Males = 38, Females = 49). They completed the SPES and the Supervisory Working Alliance-Trainee Form (Efstation, Patton, & Kardash, 1990). The five factors of the SPES were significantly correlated with the Supervisory Working Alliance-Trainee Form (SWAI-T), suggesting evidence of construct validity. Potential uses for the SPES in research and training activities are discussed.
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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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Fogaca, Janaina Lima, Sam J. Zizzi, and Mark B. Andersen. "Walking Multiple Paths of Supervision in American Sport Psychology: A Qualitative Tale of Novice Supervisees’ Development." Sport Psychologist 32, no. 2 (June 1, 2018): 156–65. http://dx.doi.org/10.1123/tsp.2017-0048.
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There is limited evidence for what characteristics of supervision delivery facilitate novice supervisees’ development. The aim of this study was to investigate the relationship between supervision-delivery approaches and the perceptions of service-delivery competence development in novice practitioners. The authors interviewed 9 supervisor–supervisee dyads before and after the academic term in which the supervisees had their first applied experiences. Supervisees also completed reflective journal entries regarding their supervisory experiences and development. Data analysis included constant comparative analysis and triangulation of qualitative results with a practitioner-skills inventory. Different approaches to supervision delivery seemed to contribute similarly to novice supervisees’ development. Supervisees developed in more areas when the dyads had consistent meetings, close supervisory relationships, feedback, and frequent opportunities for self-reflection and when supervisors adapted the delivery to the supervisees’ developmental levels. In addition, factors in supervisees’ background, practice, and supervision that contributed to perceptions of service-delivery competence are discussed.
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Rønnestad, M. Helge, David E. Orlinsky, Barbara K. Parks, and John D. Davis. "Supervisors of Psychotherapy." European Psychologist 2, no. 3 (January 1997): 191–201. http://dx.doi.org/10.1027/1016-9040.2.3.191.
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Levels of supervisory activity and confidence were investigated in relation to a number of therapist characteristics. Analyses of data from more than 1600 therapists of various professions, orientations, and career levels in several countries, two-thirds of whom were resident in Europe, showed that: (1) supervising the work of other therapists becomes a normal part of the professional development of psychotherapists as therapist experience levels increase; (2) supervisory confidence increases noticeably with the initial supervisory experiences, and thereafter increases progressively and slowly; (3) some therapists with little supervisory experience claim high levels of supervisory confidence; and (4) supervisors' confidence about guiding the development of others can not be predicted by the amount of supervision received, or by duration or type of therapist experience, but can be predicted on the basis of self-assessed therapeutic skill and, to some extent, by amount of experience as a supervisor. The results are discussed in the light of existing models of supervisor development.
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Malunda, Paul Netalisile, Juliet Atwebembeire, and Proscovia Namubiru Ssentamu. "Research Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Uganda." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 73–95. http://dx.doi.org/10.26803/ijlter.20.5.5.
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This study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students’ progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students’ progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students’ progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students’ progress. The institutions should also emphasize adherence to the policy of giving feedback on the students’ research work within set time frames.
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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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Dowda, Reade. "Supervisory Focus on Strengths: Perceptions of Supervisees and Supervisors." 15TH GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES ON 14 - 15 SEPTEMBER 2023, NOVOTEL BANGKOK PLATINUM PRATUNAM, THAILAND 15, no. 1 (September 14, 2023): 7. http://dx.doi.org/10.35609/gcbssproceeding.2023.1(7).
Full textAbstract:
Supervision is an integral part of counselor development and is a requirement for training according to licensing boards, credentialing agencies, professional organizations code of ethics, and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). With the expectation of supervision by these entities, universities and counselor training programs must require students to be actively engaged in supervision while learning to become counselors. Instructions for supervision are clearly articulated in policies and procedures of that counselors must follow (ACA, 2014; CACREP, 2016; Texas State Board of Examiners of Professional Counselors, 2013) including qualifications for supervisors, sexual relationships, frequency of supervision, gatekeeping, and remediation, etc. While the guidelines for supervision are clearly stated, there are no expectations for how supervision is to be presented. The how of supervision is left to the selection of the supervisor including structure, focus, procedures, framework, model, expectations, etc. Keywords: Clinical supervision, professional development, Strengths-based supervision
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Vekaria, Bianca, Lilly Harrydwar, Tessa Thomas, and Margo Ononaiye. "Supervisee perspectives on improving cultural responsivity in clinical supervision." Clinical Psychology Forum 1, no. 371 (December 1, 2023): 66–76. http://dx.doi.org/10.53841/bpscpf.2023.1.371.66.
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Culturally responsive supervision has been shown to improve the supervisory relationship and supervision outcomes. This article considers the perspectives of 131 supervisees (trainee/qualified Clinical Psychologists, Counselling Psychologists and CBT Therapists) to better understand what may be required to improve culturally responsive supervisory practices. Supervisees completed an online survey and opted into responding to five free text questions. A qualitative approach was used to further explore their answers using thematic analysis. Five major themes were found from the data: integrating race/ethnicity into the profession, attending to the supervisory relationship, increasing cultural competence, addressing the power dynamic, and promoting cultural humility. It was proposed that the supervisor needs to initiate and lead cultural conversations safely and sensitively, particularly as supervisees may be at varying stages of their own cultural development. Supervisees also felt that supervisors should take responsibility to develop their personal and professional cultural identity due to the existing power dynamics inherent within the supervisory relationship. The responsibility of training programmes and professional bodies was also highlighted in integrating cultural responsivity into clinical training on a wider level.
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Adedokun, Theophilus, and Funsho Oyetunde-Joshua. "Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students." Journal of Culture and Values in Education 7, no. 1 (February 23, 2024): 1–18. http://dx.doi.org/10.46303/jcve.2024.1.
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Postgraduate supervision entails an intensive, one-on-one academic relationship between the supervisor and student. Through this relationship, the supervisor facilitates the student's scholarly development. This study investigates supervisors' roles in supporting postgraduate students from the students’ perspective. This study through in-depth semi-structured interviews with 12 doctoral and masters students at two universities seeks to investigate how postgraduate students perceive and undergo guidance from their supervisors. The factors analyzed include the role of networking and motivational supports provided by supervisors during postgraduate students’ research journey. This study explores the ways supervisors provide career mentoring and networking to prepare students for postgraduate careers, and how they inspire and emotionally assist students through inherent research challenges. The findings identify strengths in supervisory support and areas needing enhancement. The findings indicate that many students desire more hands-on help with methodology and writing and career mentoring emerges as an area where postgraduate support falls short of expectations. The study recommends that supervisor trainings be provided for supervisors and intending ones, and such trainings should be focused on writing guidance, networking, advising and motivation. By implementing such programs, universities can empower supervisors to optimally assist students, thereby enhancing experiences and outcomes.
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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.
Full textAbstract:
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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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.
Full textAbstract:
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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Dewi, Anak Agung Istri Putri Amala, and I. Wayan Budi Satriya. "Pengaruh Independensi, Tingkat Pemahaman Akuntansi, Dan Pengalaman Kerja Terhadap Kinerja Pengawas Lembaga Perkreditan Desa (LPD) Se-Kecamatan Payangan." Hita Akuntansi dan Keuangan 4, no. 4 (October 23, 2023): 16–28. http://dx.doi.org/10.32795/hak.v4i4.3914.
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ABSTRACT
In achieving the vision and mission and minimizing fraud in a village credit institution (LPD) a good management system is needed. Therefore, in achieving the goals of the village credit institution (LPD), optimal supervisory performance is needed so that no fraud occurs. Supervisory performance is the result of work achieved by a supervisor in an organization in accordance with the authority and responsibility of a supervisor. This study aims to determine the effect of Independence, Accounting Understanding Level, and Work Experience on the Performance of Supervisors of Village Credit Institutions (LPD) in Payangan District. The population in this study was all LPD supervisors in Payangan District, totaling 29 LPDs, with a total population of 70 supervisors. The number of samples in this study were 70 people who were determined by saturation sampling technique and tested using multiple linear regression analysis techniques. The results of this study indicate that Independence, Accounting Understanding Level and Work Experience have a positive and significant effect on the performance of LPD supervisors in Payangan District. The results of this study can be used as material for consideration in designing policies related to performance improvement. In the future, supervisors must improve the performance of supervisors by increasing the attitude of independence, the level of understanding of accounting and work experience.