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All Journal Tafkir: Interdisciplinary Journal of Islamic Education International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Indonesian Journal of Educational Development (IJED) HIKMATUNA: Journal for Integrative Islamic Studies Hikmatuna
Niswanto
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Coaching-based academic supervision to enhance teachers' pedagogical competence Gulo, Rini Susanti; Niswanto; Ismail; Handayani, Nuri
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 Armiadi, Armiadi Bahrun Cut Zahri Harun Fengki Yuhadi Gulo, Rini Susanti Hizir Irma Suryani Ismail Kasmalinda Khairuddin Muhammad Adli Nasir Usman Nuri Handayani Pansurna Rismanila Risna Husaifa Shururi