Evidence from School Principals: Academic Supervision Decision-making on Improving Teacher Performance in Indonesia

herman herman; Osamah Ibrahim Khalaf

doi:10.47654/v27y2023i3p46-71

Authors

Herman Herman Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Corresponding Author
Osamah Ibrahim Khalaf Department of Solar, Al-Nahrain Research Center for Renewable Energy, Al-Nahrain University, Jadriya, Baghdad, Iraq Author

DOI:

https://doi.org/10.47654/v27y2023i3p46-71

Keywords:

Decision , Academic , principal's expectations , teacher performance, supervision

Abstract

Purpose: Decision Science is important in many fields, including education. In the current educational landscape, as educational processes evolve to meet the challenges of the fourth industrial revolution, this study utilizes a well-established impact factor, academic supervision, to enhance teacher performance. The expectations of school principals are considered critical factors in the implementation of decision supervisors. This study underscores the significance of elements influencing the improvement of teacher performance, with a focus on planning, decision-making, and implementation pressures within the context of academic supervision.

Design/methodology/approach: This study employs a case study approach and collects data through interviews, observations, and document analysis. Data were analyzed by transcribing, taking notes, recording videos, and examining documents to generate ideas, codify data, develop themes, interpret the information, and draw conclusions.

Findings: The study's findings reveal that the planning expectations for an academic supervision program decision are high and sufficient to consider the needs of teachers, involve all school apparatus components, and integrate the program with other activities. The expectations for making decisions and implementing the academic supervision program are met by fostering solid teamwork, increasing the frequency of classroom supervision visits, advancing the profession, and instilling a professional attitude among teachers. However, in terms of reviewing decisions, discussing them, seeking improvement solutions, and enhancing teacher performance, the evaluation expectations and follow-up results of academic supervision still need improvement. The findings of this study suggest that the decision-making expectations of principals as supervisors are crucial for decision performance and the success of academic supervision programs designed to make decisions and improve teacher performance.

Originality/value: Considering the time constraints of this study, future researchers should explore school principals' expectations as supervisors in greater depth, especially concerning decision-making and the improvement of teacher performance.

Practical implications: This study benefits school principals in their roles as decision-makers and supervisors, encompassing planning, implementation, and the monitoring of academic supervision decisions. It also covers outcomes such as reviews, discussions, and proposed solutions for enhancing teacher performance, with indirect implications for student learning.

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