Academic Supervision Management of the Principal at State of Islamic Elementary School (MIN) 6 Cirebon Regency
Main Article Content
This study examines the management of academic supervision conducted by the principal at MIN 6 Cirebon Regency in improving teacher professionalism and learning quality. Academic supervision is considered essential because the quality of education is strongly influenced by teachers’ instructional competence and the effectiveness of school leadership. However, many madrasahs still implement supervision conventionally, focusing more on administrative requirements than on professional teacher development. Therefore, this research aims to analyze the planning, implementation, data analysis, interpretation, and follow-up of academic supervision carried out by the madrasah principal. This study employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving the principal, vice principal of curriculum, and senior teachers. The data were analyzed using the interactive model of Miles, Huberman, and Saldana, including data condensation, data display, and conclusion drawing. The findings reveal that academic supervision at MIN 6 Cirebon Regency is implemented systematically through supervision planning, classroom observation, competency-based assessment instruments, structured feedback, and follow-up programs such as training and mentoring. The supervision process also emphasizes objectivity, collaboration, and continuous teacher development. In conclusion, effective academic supervision management contributes significantly to improving teacher competence, instructional quality, and sustainable educational development in madrasah institutions.
Belliba?, M. ?., Polatcan, M., & K?l?nç, A. Ç. (2022). Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration & Leadership, 50(5), 812–831. https://doi.org/10.1177/1741143220945706
Chaula, L. (2023). School heads’ clinical supervision practices and emerging teacher emotions in Tanzania secondary schools. Heliyon, 9(1), e13021. https://doi.org/10.1016/j.heliyon.2023.e13021
Chaula, L. (2024). Measure for clinical supervision practices as factors of predictive indicators of teachers’ professional identity development in Tanzania. Heliyon, 10(4), e25768. https://doi.org/10.1016/j.heliyon.2024.e25768
Glatthorn, A. A. (2020). Supervision: A Redefinition. McGraw-Hill Education.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). Pengawasan dan Kepemimpinan Instruksional: Pendekatan Pengembangan (10th ed.). Pearson.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2020). Supervision and Instructional Leadership: A Developmental Approach. Pearson.
Guskey, T. R. (2021a). Professional development and teacher change. Teachers and Teaching, 27(1–4), 1–15.
Guskey, T. R. (2021b). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391.
Karkouti, I. M., Abu-Shawish, R. K., & Romanowski, M. H. (2022). Teachers’ understandings of the social and professional support needed to implement change in Qatar. Heliyon, 8(1), e08818. https://doi.org/10.1016/j.heliyon.2022.e08818
Matete, R. E. (2021). Teaching profession and educational accountability in Tanzania. Heliyon, 7(7), e07611. https://doi.org/10.1016/j.heliyon.2021.e07611
Medford, J. A., & Brown, T. (2022). Newly appointed principals’ challenges in learning and adjusting to school culture. Heliyon, 8(9), e10542. https://doi.org/10.1016/j.heliyon.2022.e10542
Miles, M. B., Huberman, A. M., & Saldana, J. (2020). Analisis Data Kualitatif: Buku Sumber Metode. Sage Publications.
Ovando, M. N., & Harris, B. M. (2021). Classroom Observation Techniques for Teacher Supervision. Routledge.
Pajak, E. (2020). Approaches to Clinical Supervision (3rd ed.). Christopher-Gordon Publishers.
Rohmat, M. (2020). Implementasi Supervisi Akademik Kepala Madrasah di Jawa Barat: Analisis Model dan Efektivitas. Jurnal Manajemen Pendidikan Islam, 8(2), 156–170.
Sergiovanni, T. J., & Starratt, R. J. (2021). Supervision: A Redefinition (9th ed.). McGraw-Hill Education.
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (19th ed.). Alfabeta.
Sukmadinata, N. S. (2016). Metode Penelitian Pendidikan. PT. Remaja Rosdakarya.
Suryani, L., & Pristiwati, R. (2019). Supervisi Akademik dalam Meningkatkan Kinerja Guru Madrasah Ibtidaiyah. Manajemen Pendidikan, 8(1), 23–35.
