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p-Index From 2021 - 2026
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All Journal IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Journal of Educational Sciences
Sainah, Siti
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Religion Humanities Decision Sciences, Operations Research & Management Education Library & Information Science Social Sciences Other

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Analisis Kebutuhan dan Distribusi Guru di Indonesia: Kajian Pustaka tentang Perencanaan Jumlah dan Kualitas Tenaga Pendidik Sainah, Siti; Sutrisno; Kennisah Putri, Fetti; Muazza; Aprillitzavivayarti
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 12 No. 1 (2025): Improvement: Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v12i1.60710

Abstract

This study aims to analyze teacher needs, quantity planning, quality, and distribution in Indonesia through a qualitative literature study approach. Data were obtained from various scientific sources such as journals, policy reports, and official documents from the Ministry of Education, Culture, Research, and Technology. The analysis shows that teacher needs in Indonesia are not yet aligned with available positions, exacerbated by a wave of mass retirements that has increased the deficit in several regions. Teacher number planning faces major obstacles in the form of inaccurate data and weak coordination between agencies, resulting in recruitment not always reflecting actual needs in schools. In terms of quality, competency improvement programs such as certification and training have not consistently improved pedagogical performance, particularly in areas with limited access. Furthermore, teacher distribution remains unequal, with a concentration in urban areas and shortages in Frontier, Remote, and Disadvantaged areas. These findings emphasize that the issues of teacher quantity, quality, and distribution are interrelated and require an integrative policy approach. Consequently, the government needs to develop an integrated education data system, strengthen needs-based planning, and implement incentives and ongoing professional development programs to encourage equitable teacher distribution across Indonesia. 
Implementation of Coaching and Mentoring in Clinical Academic Supervision to Improve Teaching Quality in Secondary Schools Harmita, Harmita; Sainah, Siti; Wahyuningsih, Sri Wulan; Muspawi, Mohamad; Iryani, Eva; Denmar, Denny
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.721-735

Abstract

Academic supervision plays an important role in improving the quality of classroom learning; however, it is often implemented as an administrative activity rather than as a developmental process. This study aims to investigate the implementation of coaching and mentoring within academic supervision to enhance teaching quality. The study employed a qualitative descriptive approach using the clinical supervision framework proposed by Cogan and Goldhammer. Six key informants participated in this study, consisting of two school principals as supervisors and four teachers who had experienced the supervision process. Data were collected through in-depth interviews, classroom observations, and documentation, and were analyzed using the interactive model of data analysis. The findings indicate that coaching and mentoring are systematically integrated across five stages of clinical supervision: pre-observation, classroom observation, analysis and interpretation, reflective feedback, and follow-up mentoring. The results show that collaborative planning, objective observation, reflective dialogue, and continuous mentoring support teachers in improving instructional practices. It can be concluded that the integration of coaching and mentoring within academic supervision creates a supportive professional learning environment that contributes to sustainable improvement in teaching quality and classroom learning.
Principal Supervision as A Strategic Approach to Enhancing Teacher Professionalism: A Systematic Literature Review Sainah, Siti
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 5, No 2, April 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v5i2.40860

Abstract

This study aims to analyze the role of principal supervision as a strategic approach to enhancing teacher professionalism through a Systematic Literature Review (SLR). Despite extensive research on educational supervision, limited studies provide an integrated understanding of principal supervision, particularly in specific contexts such as Islamic educational institutions and schools in developing countries. The literature search was conducted using Publish or Perish with the Google Scholar database, resulting in 23 empirical articles published between 2021 and 2026 that met clearly defined inclusion and exclusion criteria, including relevance to principal supervision and teacher professionalism, empirical design, and accessibility of full-text articles. Data were analyzed using thematic synthesis to identify patterns and relationships across studies. The results reveal four main themes. 1) The forms and models of principal supervision include clinical, academic, collaborative, and distributive approaches. 2) Effective supervision is characterized by systematic and sustainable processes. 3) Supervision functions as a strategy for teacher professional development through coaching, mentoring, and reflection. 4) Principal supervision has a significant positive impact on teacher professionalism, including improvements in competence, performance, and instructional practices. These findings indicate that supervision implemented in a planned, continuous, and professional-oriented manner is more effective in promoting teacher reflection, innovation, and ongoing development. Practically, schools are encouraged to implement structured supervision programs that include regular classroom observation, collaborative feedback sessions, and follow-up coaching tailored to teachers’ needs. Thus, principal supervision can be positioned as a strategic and practical approach to support the continuous improvement of teacher professionalism.
Co-Authors Aprillitzavivayarti Denny Denmar Eva Iryani, Eva Harmita Harmita, Harmita Kennisah Putri, Fetti Mohamad Muspawi Muazza SUTRISNO Wahyuningsih, Sri Wulan