PRINCIPAL'S CLINICAL SUPERVISION: TEACHERS' PERSPECTIVES ON INSTRUCTIONAL FEEDBACK
Main Article Content
Bachtiar Hariyadi
Ahmad Hariyadi
Agus Setyawanto
The purpose of this study was to investigate the instructional feedback given by Principals during classroom observations. A qualitative approach was used, with semi-structured interviews conducted to gather data. Content analysis was employed to analyze the data. The participants were 20 elementary school teachers from Surabaya city in the 2023-2024 academic year, selected through purposive sampling. The findings revealed that Principals showed insufficient competence in supervision, conducting classroom observations only once a year as a formal procedure. Compared to educational supervisors, Principals were found to need greater proficiency in managing instructional issues faced by teachers due to their familiarity with teachers and knowledge of school activities. The study highlighted that teachers did not find the feedback provided by Principals beneficial, as it was seen as general advice. Therefore, it is essential for administrators to learn effective supervision methods to support instructional improvements in schools. Principals should understand how their role in the supervision system impacts the feedback they provide to teachers.
Abbaspour, F., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2024). Uncovering the role of principals in enhancing teacher professional learning in a centralized education system. International Journal of Educational Management, 38(3), 873–889.
Acton, K. S. (2021). School leaders as change agents: Do principals have the tools they need? Management in Education, 35(1), 43–51.
Adams, W. C. (2015). Conducting semi‐structured interviews. Handbook of Practical Program Evaluation, 492–505.
ADEOYE, M. A. (2023). Effective School Supervision: Challenges and Prospects for Educational Supervision in Secondary Schools. Pakistan Journal of Educational Research and Evaluation (PJERE), 11(1).
Balyer, A., & Özcan, K. (2020a). School principals’ instructional feedback to teachers: Teachers’ views. International Journal of Curriculum and Instruction, 12, 295–312.
Balyer, A., & Özcan, K. (2020b). School principals’ instructional feedback to teachers: Teachers’ views. International Journal of Curriculum and Instruction, 12, 295–312.
Bellibaş, M. Ş. (2023). Empowering principals to conduct classroom observations in a centralized education system: does it make a difference for teacher self-efficacy and instructional practices? International Journal of Educational Management, 37(1), 85–102.
Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives. Educational Administration Quarterly, 35(3), 349–378.
Blase, J., & Blase, J. (2002). Teachers’ perceptions of principals’ instructional leadership and implications. Leadership and Policy in Schools, 1(3), 256–264.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712.
Brauckmann, S., Pashiardis, P., & Ärlestig, H. (2023). Bringing context and educational leadership together: Fostering the professional development of school principals. Professional Development in Education, 49(1), 4–15.
Chaula, L. (2023). School heads’ clinical supervision practices and emerging teacher emotions in Tanzania secondary schools. Heliyon, 9(1).
Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. sage.
DiPaola, M., & Hoy, W. K. (2013). Principals improving instruction: Supervision, evaluation, and professional development. IAP.
DiPaola, M., & Wagner, C. A. (2018). Improving instruction through supervision, evaluation, and professional development. IAP.
Donaldson, M. L. (2013). Principals’ approaches to cultivating teacher effectiveness: Constraints and opportunities in hiring, assigning, evaluating, and developing teachers. Educational Administration Quarterly, 49(5), 838–882.
Eady, C. K., & Zepeda, S. J. (2007). Evaluation, supervision, and staff development under mandated reform: The perceptions and practices of rural middle school principals. The Rural Educator, 28(2), 1–7.
Fink, E., & Resnick, L. B. (2001). Developing principals as instructional leaders. Phi Delta Kappan, 82(8), 598–610.
Glickman, C. D. (1981). Developmental supervision: Alternative practices for helping teachers improve instruction. ERIC.
Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed. ASCD.
Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239.
Hallinger, P. (2018). Principal instructional leadership: From prescription to theory to practice. The Wiley Handbook of Teaching and Learning, 505–528.
Hancock, B., Ockleford, E., & Windridge, K. (2001). An introduction to qualitative research. Trent focus group London.
Harris, A. (2002). Effective leadership in schools facing challenging contexts. School Leadership & Management, 22(1), 15–26.
Isnaini, M. (2019). Kepemimpinan Kepala Sekolah Sebagai Seorang Supervisor dalam Pengawasan Kinerja Guru di Sekolah Dasar. El-Tsaqafah: Jurnal Jurusan PBA, 18(2), 215–228.
Khaef, E., & Karimnia, A. (2021a). The effects of implementing Clinical Supervision Model on supervisors’ teaching perspectives and qualifications: A case study in an EFL context. Education Research International, 2021(1), 6138873.
Khaef, E., & Karimnia, A. (2021b). The effects of implementing Clinical Supervision Model on supervisors’ teaching perspectives and qualifications: A case study in an EFL context. Education Research International, 2021(1), 6138873.
Leithwood, K., & Seashore-Louis, K. (2011). Linking leadership to student learning. John Wiley & Sons.
Lochmiller, C. R. (2016). Examining administrators’ instructional feedback to high school math and science teachers. Educational Administration Quarterly, 52(1), 75–109.
Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution.
McNerney, C., Hill, V., & Pellicano, E. (2015). Choosing a secondary school for young people on the autism spectrum: A multi-informant study. International Journal of Inclusive Education, 19(10), 1096–1116.
Mouraz, A., Pinto, D., & Cristina Torres, A. (2023). Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school. Reflective Practice, 24(1), 45–58.
Murwaningsih, T. (2024). The Influence of Teacher Professional Attitude, Welfare, Continuous SelfDevelopment, and Job Satisfaction on High School Teachers Performance. International Journal of Instruction, 17(1), 229–252.
Nelson, B. S., & Sassi, A. (2005). The effective principal: Instructional leadership for high-quality learning. Teachers College Press.
Neumerski, C. M., Grissom, J. A., Goldring, E., Rubin, M., Cannata, M., Schuermann, P., & Drake, T. A. (2018). Restructuring instructional leadership: How multiple-measure teacher evaluation systems are redefining the role of the school principal. The Elementary School Journal, 119(2), 270–297.
Pidarta, M. (2009). Supervisi pendidikan kontekstual. Rineka Cipta.
Ramírez-Montoya, M. S., Andrade-Vargas, L., Rivera-Rogel, D., & Portuguez-Castro, M. (2021). Trends for the future of education programs for professional development. Sustainability, 13(13), 7244.
Ruslin, R., Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured Interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22–29.
Sahertian, P. A., & Mataheru, F. (1981). Prinsip dan teknik supervisi pendidikan. Surabaya: Usaha Nasional.
Saleem, A., Aslam, S., Yin, H., & Rao, C. (2020). Principal leadership styles and teacher job performance: Viewpoint of middle management. Sustainability, 12(8), 3390.
Sergiovanni, T. J., Starratt, R. J., & Cho, V. (1993). Supervision: A redefinition. (No Title).
Stein, M. K., & Nelson, B. S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423–448.
Stronge, J. H., & Xu, X. (2021). Qualities of effective principals. ASCD.
Supriani, Y., Tanjung, R., Mayasari, A., & Arifudin, O. (2022). Peran Manajemen Kepemimpinan dalam Pengelolaan Lembaga Pendidikan Islam. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 5(1), 332–338.
Swearingen, A., Schlegel, J. P., & Hibiki, T. (2023). Effect of interfacial area modeling method on interfacial drag predictions for two-fluid model calculations in large diameter pipes. Nuclear Engineering and Design, 404, 112180.
Tutuk, N. (2015). Implementasi pendidikan karakter.
Visone, J. D. (2022). What teachers never have time to do: Peer observation as professional learning. Professional Development in Education, 48(2), 203–217.
Warman, W., Poernomo, S. A., Januar, S., & Amon, L. (2022). Leadership Style and Principal Supervision in Improving Teacher Performance at State High Schools in Kutai Kartanegara Regency, East Kalimantan Province, Indonesia. EduLine: Journal of Education and Learning Innovation, 2(1), 17–24.
Wiyono, B. B., Widayati, S. P., Imron, A., Bustami, A. L., & Dayati, U. (2022). Implementation of group and individual supervision techniques, and its effect on the work motivation and performance of teachers at school organization. Frontiers in Psychology, 13, 943838.
Zepeda, S. J. (2013). Instructional supervision: Applying tools and concepts. Routledge.
