Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal At Tadbir: Journal of Islamic Education Management
Riska Nur Aulia
Universitas Sains Al-Qur'an (UNSIQ), Wonosobo
Education Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Role of Madrasah Heads’ Academic Supervision in Enhancing Teachers’ Creativity Riska Nur Aulia; Alimulloh Alimulloh
At Tadbir: Islamic Education Management Journal Vol. 4 No. 1 (2026): Adaptive Islamic Education Management
Publisher : At Tadbir: Journal of Islamic Education Management is published by the Islamic Education Management Study Programme, IAI al Urwatul Wutsqo, Jombang, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/attadbir.v4i1.3073

Abstract

Academic supervision in madrasahs is often perceived as an administrative task and therefore does not yet fully encourage teachers’ creativity. This study aims to analyse the implementation of academic supervision by madrasah heads in enhancing teachers’ creativity, as well as to identify the factors that support and hinder this process. The research employs a qualitative approach using a case study design.The data were collected through interviews, observation and documentation, and were subsequently analysed using the Miles and Huberman interactive model, employing triangulation techniques.The research findings indicate that the implementation of academic supervision takes place through three main stages: participatory planning, a humanistic approach to implementation, and reflective evaluation. Planning is carried out through open dialogue to build teachers’ psychological readiness. During implementation, the headteacher acts as a discussion partner who encourages teachers to experiment with innovative teaching methods and resources. The evaluation was conducted in a collaborative manner, focusing on practical solutions and sustainable capacity-building. Enabling factors included supportive leadership, the availability of technological facilities, and a collaborative culture, whilst the main barriers were time constraints and the digital literacy gap. This study proposes a collaborative, participatory-humanistic model of academic supervision as an implementation framework that emphasises dialogue, mentoring and ongoing reflection to systematically and contextually enhance teachers’ creativity within the madrasah environment.
Co-Authors Alimulloh Alimulloh