Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology
Itel Yusrianti
UIN Mahmud Yunus Batusangkar
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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

Found 1 Documents
Search

 1 
Efektivitas Supervisi Akademik Kepala Sekolah Terhadap Peningkatan Kompetensi Pedagogik Guru Itel Yusrianti; Jamilus
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5311

Abstract

The role of the headteacher as an academic supervisor holds a strategic position in supporting the development of teachers’ pedagogical competencies, particularly in responding to curriculum changes and the demands for improved learning quality. This study aims to examine how the headteacher’s academic supervision is understood and positioned in the literature as an effort to strengthen teachers’ pedagogical competencies. This study employs a qualitative approach using a descriptive-analytical literature review method. Data sources were obtained from books, journal articles, and relevant previous research findings, which were analysed using content analysis techniques through the stages of reduction, presentation, and drawing conclusions. The findings indicate that academic supervision, when carried out in a planned, systematic, and continuous manner, has been reported in various previous studies to contribute positively to the development of teachers’ pedagogical competencies, particularly in the aspects of lesson planning, lesson delivery, classroom management, and learning assessment. Furthermore, supervision that is collaborative and constructive is seen as capable of fostering teachers’ professional reflection and improving teaching practices. These findings confirm that academic supervision by headteachers has the potential to be a key strategy in the development of teachers’ pedagogical competencies, although further empirical research is needed to measure its direct impact.
Co-Authors Jamilus