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All Journal Journal of Educational Research and Evaluation Social, Humanities, and Educational Studies (SHEs): Conference Series
Widatin, Tri
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Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Case Study on the Academic Supervision of School Teachers Utilizing Coaching Techniques to Sustain Learning Quality in Elementary Education Widatin, Tri; Roemintoyo; Sukarno
Journal of Education Reseach and Evaluation Vol 9 No 3 (2025): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i3.97010

Abstract

Many elementary schools struggle to improve teaching quality due to the limited impact of conventional, top down supervision models that lack alignment with teacher development needs, thereby hindering reflective practice and teacher autonomy issues that coaching based supervision, with its emphasis on partnership, dialogue, and empowerment, seeks to address. This study is to delineate the implementation process of coaching supervision, investigate the experiences of educators and administrators, and assess its effects on teacher performance and the quality of learning in Elementary School. Data were gathered via in depth interviews, participatory observation, and documentation, there after analyzed interactively according to the Miles and Huberman approach. The study's findings indicated that coaching supervision was conducted systematically, adhering to the concepts of equitable partnership, innovative discussion, and teacher empowerment, which fostered profound reflection and professional autonomy. This supervisory technique fostered a collaborative environment that facilitated innovation in daily educational practices. A notable beneficial effect was observed from the enhancement of teacher performance and the quality of education at the school, however adaptation issues persisted, particularly around shifts in roles and mindsets. On going support and training are crucial elements in surmounting these challenges. The results of this study are anticipated to serve as a benchmark for other primary schools in creating a more adaptive, efficient, and sustainable supervision model to enhance elementary education overall.
The Importance of Academic Supervision for Primary School Teachers: Insights from Educators in Rural Indonesia Widatin, Tri; Roemintoyo, Roemintoyo; Sukarno, Sukarno
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i4.109494

Abstract

Academic supervision plays a strategic role in enhancing the quality of learning in elementary schools. However, in rural schools, the practice of supervision tends to be predominantly administrative, with an evaluative approach that inadequately supports the ongoing professional development of teachers. This study aims to explore the perceptions of teachers and school principals regarding academic supervision and to describe the practices and challenges of its implementation in the context of rural elementary schools. The research employs a descriptive qualitative approach, utilizing semi-structured interviews and document analysis for data collection. The informants include one principal and five teachers from SD Negeri 2 Jurug, Boyolali, Central Java. Data were analyzed using an interactive thematic approach, involving data reduction, presentation in matrices, and conclusion drawing, with triangulation to ensure validity. The findings indicate that perceptions of supervision are divided between administrative control functions and professional development, with implementation remaining procedural and lacking follow-up actions. The main challenges include time constraints, the dual role of the principal, and poor communication quality. The implications of this research underscore the necessity for a transformation in supervision towards a more reflective, contextual, and coaching-based approach.
Co-Authors M. Sukarno Roemintoyo Roemintoyo Roemintoyo Sukarno