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Istiqomah
Universitas PGRI Semarang
Education Social Sciences Other

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THE IMPLEMENTATION OF REFLECTION-BASED ACADEMIC SUPERVISION IN ENHANCING TEACHERS’ PROFESIONALISM AT AN INDONESIAN PUBLIC ELEMENTARY SCHOOL Istiqomah; Zayyinul Firdaus; Nur Khomsin; Soedjono
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7186

Abstract

This study aimed to describe the implementation of reflection-based academic supervision in enhancing teachers’ professionalism at SD Negeri Batursari 5, Mranggen Subdistrict, Demak Regency. A qualitative descriptive approach was employed to obtain an in-depth understanding of the supervision process and its impact on teachers’ professional development. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal and teachers. The findings reveal that reflection-based academic supervision was implemented through systematic stages, including supervision planning, classroom observation, reflective dialogue, and follow-up coaching. Reflective supervision encouraged teachers to critically evaluate their teaching practices, improve instructional planning, and strengthen pedagogical competence. The study also identified several challenges, such as time constraints, teachers’ readiness for self-reflection, and limited follow-up programs. Nevertheless, reflective supervision contributed positively to fostering teachers’ professional awareness, openness to feedback, and commitment to continuous improvement. This study concludes that reflection-based academic supervision is an effective strategy for enhancing teacher professionalism when implemented collaboratively and sustainably within a supportive school culture.
THE INFLUENCE OF RINCIPALS’ INSTRUCTIONAL LEADERSHIP ON TEACHERS’ PERFORMANCE: A QUANTITATIVE STUDY IN ELEMENTARY SCHOOL OF MRANGGEN DISTRICT, DEMAK REGENCY Istiqomah; Senowarsito; Harto Nuroso
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7752

Abstract

The quality of education in elementary schools is strongly influenced by teachers’ performance, which in turn is shaped by school leadership practices. This study aims to examine the influence of principals’ instructional leadership on teacher performance in public elementary schools in Dabin III, Mranggen District, Demak Regency. A quantitative approach with a causal associative design was employed. The population consisted of 139 teachers, with 103 teachers selected as respondents using proportional random sampling. Data were collected through structured questionnaires and analyzed using descriptive statistics and simple linear regression. The results show that principals’ instructional leadership has a positive and statistically significant effect on teacher performance. The regression analysis indicates that instructional leadership explains approximately 29% of the variance in teacher performance, suggesting a moderate influence. These findings imply that principals who effectively supervise instruction, provide academic guidance, and support professional development can enhance teachers’ ability to perform their duties. Strengthening instructional leadership is therefore essential for improving teaching quality and school effectiveness.
Co-Authors Harto Nuroso Nur Khomsin Senowarsito Soedjono Zayyinul Firdaus