Academic Supervision Strategies of School Principals in Improving Teacher Performance: A Case Study in Junior High Schools

Abstract

This study aims to analyze the implementation of academic supervision by school principals in improving teacher performance and to identify the obstacles encountered during its implementation. This research employed a qualitative approach with a case study design conducted in two junior high schools in Banguntapan, Bantul Regency. The data sources consisted of school principals, teachers, and school academic supervision documents. Data were collected through interviews, observations, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that Junior High School X implemented a humanistic and flexible academic supervision approach through informal supervision, learning communities, and daily monitoring to support changes in teachers’ instructional behavior. Meanwhile, Junior High School Y applied a more structured academic supervision system through the establishment of a Teacher and Educational Staff Competency Improvement Team (PKGTK), lesson study activities, and systematic supervision follow-up. The major obstacles found in both schools included differences in teachers’ information technology mastery, low enthusiasm of several teachers toward supervision activities, and challenges in adapting to curriculum changes. The study concludes that the success of academic supervision is influenced by the flexibility of school principal leadership and the suitability of supervision approaches to school characteristics.