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All Journal Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Merika Setiawati
Administrasi Pendidikan, Universitas Negeri Padang, Indonesia

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Transformation of Academic Supervision Through Reflective Coaching: Development of Clinical Supervision Models to Improve the Learning Performance of Junior High School Teachers Tesi Eka Putri; Rusdinal; Rifma; Merika Setiawati
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.251

Abstract

Improving teachers’ instructional performance requires supervision practices that do more than assess administrative compliance. This study aimed to develop a clinical supervision model based on reflective coaching to support the continuous improvement of junior high school teachers’ instructional performance. A Research and Development (R&D) approach was employed using the ADDIE framework, comprising Analysis, Design, Development, Implementation, and Evaluation. The development process began with an analysis of existing supervision practices and teachers’ needs, followed by the design and development of the model and its supporting instruments. The initial product was reviewed by experts in educational supervision, instructional materials, learning, and language and subsequently revised according to their recommendations. The revised model was implemented with junior high school teachers to examine its practicality and applicability in an authentic school setting. The findings indicated that the developed model met the required feasibility aspects and could be implemented through clear supervision procedures, usable supporting instruments, classroom observation, reflective dialogue, and follow-up activities. Its implementation was associated with improvements in lesson planning, classroom instruction, learning evaluation, reflective practice, and the refinement of instructional strategies. The study concludes that integrating reflective coaching into clinical supervision can strengthen the developmental function of academic supervision by positioning teachers as active participants in professional learning. The model provides a practical framework for transforming supervision into a collaborative and reflective process that supports sustained improvement in teaching practice.
The Influence of Transformational Leadership and Work Environment on Teacher Performance through Motivation as a Mediating Variable at SMA NEGERI Pasaman Regency Rahmi Saleh; Lusi Susanti; Syahril; Merika Setiawati
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.252

Abstract

This study examines the relationships between transformational leadership, work environment, teacher motivation, and teacher performance in public senior high schools in Pasaman Regency. A quantitative approach with an ex post facto causal-associative design was employed. The study involved 230 ASN teachers selected from a population of 495 teachers across 12 public senior high schools using proportional stratified random sampling. Data were collected through a five-point Likert-scale questionnaire measuring transformational leadership, work environment, motivation, and teacher performance. The data were analyzed using descriptive and inferential procedures to assess direct and indirect relationships among the variables. The findings indicate that transformational leadership contributed 48.1% to teacher motivation and 58.1% to teacher performance, while work environment contributed 51.4% to motivation and 54.4% to teacher performance. Motivation contributed 46.8% to teacher performance. The findings further indicate that motivation functions as a mediating variable in the relationships between transformational leadership and teacher performance and between work environment and teacher performance. These results demonstrate that teacher performance is influenced not only by leadership and workplace conditions but also by the motivational processes through which these organizational factors operate. The study highlights the importance of integrating transformational leadership, a supportive work environment, and sustained efforts to strengthen teacher motivation as part of school-based strategies for improving teacher performance.
Co-Authors Lusi Susanti Rahmi Saleh Rifma Rusdinal Syahril Tesi Eka Putri