From Top-Down to Bottom-Up: How Participative Supervision Models Enhance Teacher Performance
AbstractThis study aims to analyze the implementation of the top-down supervision model in Madrasah Tsanawiyah and explore how shifting towards a participatory supervision model can enhance teacher performance. This study is based on the argument that the supervision paradigm needs to be changed to be more sensitive to the needs and aspirations of teachers, considering that teachers in Madrasah Tsanawiyah have great potential but are often hindered by a lack of participation in decision-making. This study employs a qualitative approach with a case study design, collecting data through in- interviews, observation, and documentation. The research findings indicate that a collaborative approach involving active involvement between the principal and teachers in planning and evaluating learning, as well as classroom supervision that ensures the effectiveness of the learning process, instructional supervision that focuses on improving the quality of teaching, constructive feedback that builds, and continuous evaluation to ensure teacher professional development. This study suggests that the shift from a top-down supervision model to a participatory supervision model can enhance teacher performance in Madrasah Tsanawiyah. This collaborative approach is expected to strengthen the role of teachers in decision-making, improve the quality of learning, and support the continuous development of teacher professionalism. |
Keywords
Full Text:
References
Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does School Leadership Matter for Teachers’ Classroom Practice? The Influence of Instructional Leadership and Distributed Leadership on Instructional Quality. School Effectiveness and School Improvement, 32(3), 387–412. https://doi.org/10.1080/09243453.2020.1858119
Bendtsen, M., Forsman, L., & Björklund, M. (2022). Exploring Empowering Practices for Teachers’ Sustainable Continuing Professional Development. Educational Research, 64(1), 60–76. https://doi.org/10.1080/00131881.2021.2000338
Buirski, N. (2022). ‘Ways of Being’: A Model for Supportive Doctoral Supervisory Relationships and Supervision. Higher Education Research and Development, 41(5), 1387–1401. https://doi.org/10.1080/07294360.2021.1910209
Chang, C. M., Hsieh, H. H., Chou, Y. H., & Huang, H. C. (2021). The Relationship Between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates. Sustainability (Switzerland), 13(15), 8184. https://doi.org/10.3390/su13158184
Chen, H., Liang, Q., Feng, C., & Zhang, Y. (2021). Why and When Do Employees Become More Proactive Under Humble Leaders? The Roles of Psychological Need Satisfaction and Chinese Traditionality. Journal of Organizational Change Management, 34(5), 1076–1095. https://doi.org/10.1108/JOCM-12-2020-0366
Deussom, R., Mwarey, D., Bayu, M., Abdullah, S. S., & Marcus, R. (2022). Systematic Review of Performance-Enhancing Health Worker Supervision Approaches in Low- and Middle-Income Countries. Human Resources for Health, 20(1), 2. https://doi.org/10.1186/s12960-021-00692-y
Estaji, M., & Ghiasvand, F. (2022). Classroom Supervision and Professionalism: Matches and Mismatches in the Perceptions of Novice and Experienced Teachers. Applied Research on English Language, 11(3), 1–36. https://doi.org/10.22108/ARE.2022.131707.1817
Fahmi, M. A., Ridlo, M. H., & Yanti, L. S. (2023). Investigating the Holistic Management in Increasing Graduates' Competence in Madrasa Based on Pesantren. Pedagogik: Jurnal Pendidikan, 10(2), 226-239. https://doi.org/10.33650/pjp.v10i2.7170
Honkimäki, S., Jääskelä, P., Kratochvil, J., & Tynjälä, P. (2022). University-Wide, Top-Down Curriculum Reform at a Finnish University: Perceptions of the Academic Staff. European Journal of Higher Education, 12(2), 153–170. https://doi.org/10.1080/21568235.2021.1906727
Huang, B., Chai, C. S., & Yi-Chao Jiang, M. (2022). Trends and Exemplary Practices of STEM Teacher Professional Development Programs in K-12 Contexts: A Systematic Review of Empirical Studies. Computers and Education, 189, 104577. https://doi.org/10.1016/j.compedu.2022.104577
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. Summative Assessment: Impacts on Academic Motivation, Attitude Toward Learning, Test Anxiety, and Self-Regulation Skill. Language Testing in Asia, 12(1), 40. https://doi.org/10.1186/s40468-022-00191-4
Karim, A., & Kumalasari, I. D. (2021). The Effect of The Supervision of The Principal and The Professional Competency of Teachers on Teacher Performance in Private MI in Pacet District. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 6(3), 497–512. https://doi.org/10.31538/ndh.v6i3.1686
Khotimah, H., Manshur, U., Zaini, A. W., & Suhermanto, S. (2024). Increasing the Competence of Islamic Religious Education Teachers from a Madrasah-Based Management Perspective. Managere: Indonesian Journal of Educational Management, 6(1), 13-26. https://doi.org/10.52627/managere.v6i1.388
Kim, J. (2024). Leading Teachers’ Perspective on Teacher-AI Collaboration in Education. Education and Information Technologies, 29(7), 8693–8724. https://doi.org/10.1007/s10639-023-12109-5
Liu, S., & Yin, H. (2022). Can Professional Learning Communities Promote Teacher Innovation? A Multilevel Moderated Mediation Analysis. Teaching and Teacher Education, 109, 103571. https://doi.org/10.1016/j.tate.2021.103571
Lohman, L. (2021). Evaluation of University Teaching as Sound Performance Appraisal. Studies in Educational Evaluation, 70, 101008. https://doi.org/10.1016/j.stueduc.2021.101008
Meyer, A., Richter, D., & Hartung-Beck, V. (2022). The Relationship Between Principal Leadership and Teacher Collaboration: Investigating the Mediating Effect of Teachers’ Collective Efficacy. Educational Management Administration and Leadership, 50(4), 593–612. https://doi.org/10.1177/1741143220945698
Moran, R. M. R., Hong, H., Keith, K. J., Fisher, S., & Wood, L. (2022). Top-Down Policy and the Intersection of Teacher Belief and Action: A Photo Elicitation Study of the Impacts of Common Core State Standards. Critical Questions in Education, 13(3), 228–244. www.corestandards.org
Morgado, J. C., Lencastre, J. A., Freires, T., & Bento, M. (2021). Smart Education as Empowerment: Outlining Veteran Teachers’ Training to Promote Digital Migration. Technology, Knowledge and Learning, 26(4), 897–916. https://doi.org/10.1007/s10758-021-09494-6
Nahar, S., Suhendri, Zailani, & Hardivizon. (2022). Improving Students’ Collaboration Thinking Skill Under the Implementation of the Quantum Teaching Model. International Journal of Instruction, 15(3), 451–464. https://doi.org/10.29333/iji.2022.15325a
Nurtanto, M., Kholifah, N., Masek, A., Sudira, P., & Samsudin, A. (2021). Crucial Problems in Arranged the Lesson Plan of Vocational Teacher. International Journal of Evaluation and Research in Education, 10(1), 345–354. https://doi.org/10.11591/ijere.v10i1.20604
Ortan, F., Simut, C., & Simut, R. (2021). Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/10.3390/ijerph182312763
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher Professional Development Around the World: The Gap Between Evidence and Practice. World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006
Rahmat, H., Leng, C. O., & Mashudi, R. (2021). Innovative Educational Practice for Impactful Teaching Strategies Through Scaffolding Method. Asian Journal of University Education, 16(4), 53-60. https://doi.org/10.24191/ajue.v16i4.11952
Riva, E., Gracia, L., & Limb, R. (2022). Using Co-Creation to Facilitate PhD Supervisory Relationships. Journal of Further and Higher Education, 46(7), 913–930. https://doi.org/10.1080/0309877X.2021.2021158
Stumbrienė, D., Jevsikova, T., & Kontvainė, V. (2024). Key Factors Influencing Teachers’ Motivation to Transfer Technology-Enabled Educational Innovation. Education and Information Technologies, 29(2), 1697–1731. https://doi.org/10.1007/s10639-023-11891-6
Tay, L. Y., Ong, W. L. M., & Towndrow, P. A. (2021). Empowerment Through Distributed Leadership in Reconciliating Tensions and Dilemmas in Teacher Professional Development. Teacher Development, 25(5), 647–668. https://doi.org/10.1080/13664530.2021.1939133
Truman, S. E. (2023). Undisciplined: Research-Creation and What It May Offer (Traditional) Qualitative Research Methods. Qualitative Inquiry, 29(1), 95–104. https://doi.org/10.1177/10778004221098380
Utomo, S., & Sulistyowati, T. (2022). Asynchronous Online Learning: Top-Down and Bottom-Up Processes for Listening Practices. Language Circle: Journal of Language and Literature, 16(2), 413–425. https://doi.org/10.15294/lc.v16i2.34047
Williams, H. (2021). The Meaning of “Phenomenology”: Qualitative and Philosophical Phenomenological Research Methods. Qualitative Report, 26(2), 366–385. https://doi.org/10.46743/2160-3715/2021.4587
Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning. Sage Open, 11(2), 21582440211013780. https://doi.org/10.1177/21582440211013779
Zhang, Q., & Yu, Z. (2021). A Literature Review on the Influence of Kahoot! on Learning Outcomes, Interaction, and Collaboration. Education and Information Technologies, 26(4), 4507–4535. https://doi.org/10.1007/s10639-021-10459-6
Zhou, F., Zhang, N., & Mou, J. (2022). Universities as Incubators of Innovation: The Role of a University Playfulness Climate in Teachers’ Sustainable Teaching Innovation. International Journal of Management Education, 20(3), 100693. https://doi.org/10.1016/j.ijme.2022.100693
10.33650/al-tanzim.v9i2.10817 |
|
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Ma’mun Hanif, Ridho Riyadi, Alyan Fatwa
