Transformation of Educational Supervision in Improving School Quality Between Classical Theory and Contemporary Practice

Purnawati; Hamidah; Apriliyani; Warman

doi:10.59890/ijels.v3i7.97

Authors

Purnawati Universitas Mulawarman
Hamidah Universitas Mulawarman
Apriliyani Universitas Mulawarman
Warman Universtas Mulawarman

DOI:

https://doi.org/10.59890/ijels.v3i7.97

Keywords:

Educational Supervision, Classical Theory, Contemporary Practice, Quality Management, Principal

Abstract

Educational supervision plays a strategic role in improving the quality of learning processes and outcomes in schools. This article aims to examine the transformation of the supervisory approach from classical, authoritative theory to contemporary practices that are more collaborative, reflective, and data-driven. The study was conducted using a descriptive qualitative approach using library research methods, utilizing academic literature, scientific journals, and relevant educational policies. The results indicate that contemporary supervision positions teachers as professional partners and integrates the coaching process with the principles of Total Quality Management (TQM). This paradigm shift requires principals to act as instructional leaders capable of creating a reflective and innovative culture within the school environment. Despite implementation challenges, supervision that is carried out in a targeted, collaborative, and data-driven manner has been proven to encourage improvements in teacher professionalism and overall school quality.

References

Bush, T. (2019). Theories of educational leadership and management (5th ed.). SAGE Publications.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). SuperVision and instructional leadership: A developmental approach (9th ed.). Pearson.

Goldhammer, R. (1969). Clinical supervision: Special methods for the supervision of teachers. Holt, Rinehart and Winston.

Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill Education.

Marzano, R. J. (2012). Effective supervision: Supporting the art and science of teaching. ASCD.

Nolan, J., & Hoover, L. A. (2011). Teacher supervision and evaluation: Theory into practice (3rd ed.). John Wiley & Sons.

Permendikbud No. 15 Tahun 2018. (2018). Tentang Pemenuhan Beban Kerja Guru, Kepala Sekolah, dan Pengawas Sekolah. Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Retrieved from https://peraturan.bpk.go.id

Sallis, E. (2002). Total quality management in education (3rd ed.). RoutledgeFalmer.

Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition (8th ed.). McGraw-Hill Education.