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All Journal PPSDP International Journal of Education Journal of Social Work and Science Education
Yasir Arafat
Universitas PGRI Palembang, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Principal’s Performance in Improving the Quality of Educators Muhamad Suryadi; Yasir Arafat; Muhammad Fahmi
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.589

Abstract

This study examines the role of academic supervision in enhancing teaching quality at SMA Negeri 1 Banyuasin I, addressing observed deficiencies in teacher performance through principal-led supervisory practices. Employing a descriptive qualitative methodology, data was collected through triangulated methods including classroom observations (12 sessions), in-depth interviews (with 1 principal, 8 teachers, and 15 students), and document analysis of 20 lesson plans and supervision records over one academic semester. Findings demonstrate that academic supervision significantly improves teaching quality (evidenced in 78% of observed cases), though current practices overemphasize evaluative inspection rather than developmental guidance. Key outcomes include measurable improvements in pedagogical competence (23% increase in lesson plan quality scores) and classroom management skills. This study introduces a competency-based supervision framework that uniquely integrates: (1) differentiated supervision approaches tailored to teacher experience levels, and (2) a dual focus on technical skills and emotional intelligence in supervisory practice an underexplored dimension in existing literature. The research suggests three actionable strategies for school leaders: implementing cyclical supervision with pre-observation conferences and formative feedback; developing supervisory competency through targeted training in coaching techniques; and establishing professional learning communities to sustain improvement. The study makes dual contributions by: (1) advancing theoretical understanding of effective supervision through its emotional intelligence dimension, and (2) providing an evidence-based model for improving supervisory practices in similar educational contexts. Results indicate this approach could increase teaching effectiveness by up to 35% when fully implemented.
Co-Authors Alfiansyah Alfiansyah Ariesta Dwi Indah Kusuma Wati Bukman Lian Da’im Da’im Delyani Delyani Dwi Sartika Sari Linda Sukma Mahasir Mahasir Miftahul Jannah Muhamad Suryadi Muhammad Fahmi Nuril Furkan Nurlina Nurlina Pahlawan Pahlawan Putra, Muhammad Juliansyah Resdayani Resdayani Reti Sartika Risnayanti Risnayanti Rohana Rohana Syaiful Eddy