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All Journal Al Ishlah Jurnal Pendidikan Tadbir : Jurnal Studi Manajemen Pendidikan Visipena JETL (Journal Of Education, Teaching and Learning) International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Pendidikan Vokasi Raflesia Indonesian Journal of Educational Development (IJED) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of General Education and Humanities Jurnal Pendidikan West Science International Journal of Educational and Life Sciences (IJELS) Jurnal Penelitian Pendidikan Indonesia Asian Journal of Social and Humanities Biosainsdik: Biologi Sains dan Kependidikan Gawi: Journal of Action Research
Niswanto Niswanto
Universitas Syiah Kuala
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ENHANCING PEDAGOGICAL COMPETENCE IN PRIMARY TEACHERS: THE ROLE OF ACADEMIC SUPERVISION Shururi; Niswanto; Nasir Usman
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 4 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i4.1554

Abstract

This study examines the role of academic supervision by supervisors in improving the pedagogical competence of elementary school teachers in Setia District, Southwest Aceh Regency. The research focuses on four key aspects: planning, implementation, follow-up, and challenges faced during the academic supervision process. The study employed a qualitative approach, collecting data through interviews, observations, and documentation. Techniques for ensuring data validity included persistent observation and triangulation. The subjects consisted of two supervisors, two principals, and four teachers from two elementary schools in the district. The key findings were: (1) Academic supervision planning by supervisors to enhance teachers' pedagogical competence was conducted at the beginning of the academic year, involving supervisors, principals, and teachers. The planning stage began with developing an academic supervision semester program through meetings with the teacher council, which was then conveyed directly by the principal. (2) In implementing academic supervision, supervisors strongly emphasized the importance of teachers' mastery of the subject matter. Therefore, supervisors paid close attention to teachers' efforts to improve their performance in carrying out their duties to achieve the goal of improving pedagogical competence. (3) Follow-up activities were part of the supervision conducted by the principals. Thus, supervisors needed tools to objectively assess and record teachers' strengths and weaknesses, which could subsequently guide individual and group coaching efforts. (4) Challenges faced included limited supervision time allocated by supervisors, lack of senior or peer teachers with the required knowledge and abilities to serve as supervisors, uneven competence levels among supervisors, and perceived subjectivity from principals.
Coaching-based academic supervision to enhance teachers' pedagogical competence Rini Susanti Gulo; Niswanto; Ismail; Nuri Handayani
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5683

Abstract

Conventional academic supervision often remains administrative and less effective in supporting teacher growth. Coaching offers a reflective and collaborative alternative that empowers teachers through partnership and constructive feedback. This study investigates the construct of coaching-based academic supervision, identifies critical success factors, and analyzes its impact on teachers' pedagogical competence. A qualitative descriptive design involving a population of teachers and school principals from three public junior high schools in Simeulue Regency, with a sample of 15 participants selected through purposive sampling (three principals and twelve teachers), was employed. Data were collected through interviews, classroom observations, and document analysis, then analyzed using an interactive qualitative model consisting of three stages: data reduction, data display, and conclusion drawing. The findings revealed that coaching was implemented through three reflective and dialogic stages, namely pre-observation, observation, and post-observation. Its effectiveness was supported by teacher empowerment, collaborative leadership, a reflective culture, and openness to feedback, which led to improved lesson planning, innovative teaching strategies, and better classroom management. Based on these findings, it is recommended that schools institutionalize reflective coaching practices, provide continuous professional development for supervisors, and build a supportive school culture that fosters open dialogue and collaborative learning.
Co-Authors Abdil Abdil Aida Warni Amri Amri Armiadi Armiadi Arnita Aidil Bahrun Bahrun Bahrun Bahrun Bahrun Bahrun Bahrun Bob Fakrul Razi Cut Wan Moulida Cut Zahri Harun Cut Zahri Harun Deli Ema Susana Eva Julita Fahlida Harnita Fengki Yuhadi Fitri Setiawati Fitriani Fitriani Giantoro Giantoro Giantoro Giantoro Halmaida Halmaida Hannah-Charis O. O. Walker Hizir HIZIR SOFYAN Ida Deliana Ismail Ismail Ismail Juliana Juliana Julianti Julianti Kamaluddin Kamaluddin Lisnawati Lisnawati Maimun Muhammad Adli Muhammad Sapril Siregar Muhammad Yasir Munawar Fajri Murniati Murniati Murniati Murniati Mustika Muzayyin Muzayyin Nasir Usman Novi Zulfiati Noviyana Rustam Nurhafni Nurhafni Nurhayati Yasin Nurhijrah Binti Zakaria Nuri Handayani Phuja Tawilla Septina Qismullah Yusuf Raudhatul Juniati Rawati Rawati Riansyah Putra Rini Mutia Rini Susanti Gulo Rini Triana Sabariah Sabariah Satria Zulkarnein Shururi Syarifuddin Syarifuddin T. Andriansyah Thaib Rizwan Yusrizal Yusrizal Yusrizal Yusrizal Zakianti Zakianti Zulfia Rahmi