Exploring the Impact of Personalized Principal Supervision on Teacher Development: A Novel Approach to Educational Leadership

DOI: https://doi.org/10.33650/al-tanzim.v9i2.10853

Authors (s)


(1) * Gugun Gunadi   (Universitas Djuanda)  
        Indonesia
(2)  Zahra Khusnul Lathifah   (Universitas Djuanda)  
        Indonesia
(*) Corresponding Author

Abstract


This study examines the significance of personalized principal supervision in enhancing teacher performance in schools. This study aims to analyze how the personalized principal supervision model can improve teacher performance in schools. The research method employed is qualitative, utilizing a case study design. Data collection techniques involve interviews, observations, and documentation. Data analysis is carried out through data condensation, data display, and data verification. The results of the study indicate that an open relationship between the principal and teachers, along with providing clear and specific feedback, can enhance teacher competence. Training tailored to individual needs and a collaborative approach create a climate that supports professional development. The implications of this study suggest that personalized principal supervision can enhance teacher performance and foster their competency development. This study suggests that the implementation of personalized principal supervision can be an effective model for improving teacher performance. With a more adaptive and individualized approach, principals can strengthen teacher professional development, foster a more productive climate, and enhance the quality of learning in schools.

Keywords

Principal Supervision, Teacher Performance, Personalized Supervision, Adaptive Approach



Full Text: PDF



References


Ajjawi, R., Olson, R. E., & McNaughton, N. (2022). Emotion as Reflexive Practice: A New Discourse for Feedback Practice and Research. Medical Education, 56(5), 480-488. https://doi.org/10.1111/medu.14700

Amani, J., Myeya, H., & Mhewa, M. (2022). Understanding the Motives for Pursuing Postgraduate Studies and Causes of Late Completion: Supervisors and Supervisees' Experiences. Sage Open, 12(3), 21582440221109584. https://doi.org/10.1177/21582440221109586

Bellibaş, M. Ş., Polatcan, M., & Kılınç, A. Ç. (2022). Linking Instructional Leadership to Teacher Practices: The Mediating Effect of Shared Practice and Agency in Learning Effectiveness. Educational Management Administration & Leadership, 50(5), 812-831. https://doi.org/10.1177/1741143220945706

Bengtsen, S. S., & McAlpine, L. (2022). A Novel Perspective on Doctoral Supervision: Interaction of Time, Academic Work, Institutional Policies, and Lifecourse. Learning and Teaching, 15(1), 21-45. https://doi.org/10.3167/latiss.2022.150103

Burić, I., & Frenzel, A. C. (2023). Teacher Emotions Are Linked with Teaching Quality: Cross-Sectional and Longitudinal Evidence from Two Field Studies. Learning and Instruction, 88, 101822. https://doi.org/10.1016/j.learninstruc.2023.101822

Cabero‐Almenara, J., Guillén‐Gámez, F. D., Ruiz‐Palmero, J., & Palacios‐Rodríguez, A. (2022). Teachers' Digital Competence to Assist Students with Functional Diversity: Identification of Factors through Logistic Regression Methods. British Journal of Educational Technology, 53(1), 41-57. https://doi.org/10.1111/bjet.13151

Cevikbas, M., & Kaiser, G. (2022). Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study. Sustainability, 14(18), 11393. https://doi.org/10.3390/su141811393

Fulton, C. (2022). The Hidden, Manipulated, and Secret Information World of Gambling Addiction: Maximizing Use of In-Depth, Narrative Interviews to Understand Social Impact. Library & Information Science Research, 44(4), 101193. https://doi.org/10.1016/j.lisr.2022.101193

Hanaysha, J. R., Shriedeh, F. B., & In'airat, M. (2023). Impact of Classroom Environment, Teacher Competency, Information and Communication Technology Resources, and University Facilities on Student Engagement and Academic Performance. International Journal of Information Management Data Insights, 3(2), 100188. https://doi.org/10.1016/j.jjimei.2023.100188

Hidayat, N., Andriani, F., & Yoenanto, N. H. (2024). Exploring Challenges and Strategies for Improving the Quality of Education: Integrative Literature Review. Indonesian Journal of Educational Research and Review, 7(1), 128-141. https://doi.org/10.23887/ijerr.v7i1.73824

Juma, J. J., Ndwiga, Z. N., & Nyaga, M. (2023). Instructional Leadership as a Controlling Function in Secondary Schools in Rangwe Sub County, Kenya: Influence on Students' Learning Outcomes. Educational Management Administration & Leadership, 51(4), 791-808. https://doi.org/10.1177/17411432211015228

Kreber, C., & Wealer, C. (2023). Intentions, Concepts and Conceptions of Research Supervision: A Consideration of Three Disciplines. Teaching in Higher Education, 28(6), 1446-1463. https://doi.org/10.1080/13562517.2021.1900815

Maier, U., & Klotz, C. (2022). Personalized Feedback in Digital Learning Environments: Classification Framework and Literature Review. Computers and Education: Artificial Intelligence, 3, 100080. https://doi.org/10.1016/j.caeai.2022.100080

Manoharan, G., Mishra, A. B., Adusumilli, S. B. K., Chavva, M., Damancharla, H., & Lenin, D. S. (2024). Supervised Learning for Personalized Marketing Strategies. 2024 International Conference on Advances in Computing, Communication and Applied Informatics (ACCAI), 1-6. IEEE. https://doi.org/10.1109/ACCAI61061.2024.10602307

McLean, L., Taylor, M., & Sandilos, L. (2023). The Roles of Adaptability and School Climate in First-Year Teachers' Developing Perceptions of Themselves, Their Classroom Relationships, and the Career. Journal of School Psychology, 99, 101213. https://doi.org/10.1016/j.jsp.2023.04.003

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 & Leadership, 50(4), 593-612. https://doi.org/10.1177/1741143220945698

Pan, L., & Songco, E. A. (2023). Exploring Teachers' Perceptions: The Dean's Role in Fostering Creative Collaboration in Chinese Aesthetic Education Reform. International Journal of Education and Management Studies, 13(4), 411-417.

Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher Professional Development around the World: The Gap between Evidence and Practice. The World Bank Research Observer, 37(1), 107-136. https://doi.org/10.1093/wbro/lkab006

Sayed, W. S., Noeman, A. M., Abdellatif, A., Abdelrazek, M., Badawy, M. G., Hamed, A., & El-Tantawy, S. (2023). AI-Based Adaptive Personalized Content Presentation and Exercises Navigation for an Effective and Engaging E-Learning Platform. Multimedia Tools and Applications, 82(3), 3303-3333. https://doi.org/10.1007/s11042-022-13076-8

Smets, W., De Neve, D., & Struyven, K. (2022). Responding to Students' Learning Needs: How Secondary Education Teachers Learn to Implement Differentiated Instruction. Educational Action Research, 30(2), 243-260. https://doi.org/10.1080/09650792.2020.1848604

Sun, X., & Trent, J. (2022). Promoting Agentive Feedback Engagement through Dialogically Minded Approaches in Doctoral Writing Supervision. Innovations in Education and Teaching International, 59(4), 387-397. https://doi.org/10.1080/14703297.2020.1861965

Teng, Y., Pu, R., & Hao, Y. (2024). How Can an Innovative Teaching Force Be Developed? The Empowering Role of Distributed Leadership. Thinking Skills and Creativity, 51, 101464. https://doi.org/10.1016/j.tsc.2024.101464

Ubogu, R. (2024). Supervision of Instruction: A Strategy for Strengthening Teacher Quality in Secondary School Education. International Journal of Leadership in Education, 27(1), 99-116. https://doi.org/10.1080/13603124.2020.1829711

Veletić, J., Price, H. E., & Olsen, R. V. (2023). Teachers' and Principals' Perceptions of School Climate: The Role of Principals' Leadership Style in Organizational Quality. Educational Assessment, Evaluation and Accountability, 35(4), 525-555. https://doi.org/10.1007/s11092-023-09413-6

Weallans, J., Roberts, C., Hamilton, S., & Parker, S. (2022). Guidance for Providing Effective Feedback in Clinical Supervision in Postgraduate Medical Education: A Systematic Review. Postgraduate Medical Journal, 98(1156), 138-149. https://doi.org/10.1136/postgradmedj-2020-139566

Xue, H., & van Kooten, K. (2023). Inside Out: Addressing the "How" of Data Collection in Experience Design Research Applying Introspective Methods. Advanced Design Research, 1(2), 109-125. https://doi.org/10.1016/j.ijadr.2024.02.001


Dimensions, PlumX, and Google Scholar Metrics

10.33650/al-tanzim.v9i2.10853


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Gugun Gunadi, Zahra Khusnul Lathifah

Creative Commons License
 
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Al-Tanzim : Jurnal Manajemen Pendidikan Islam
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia.