Managerial Supervision Model
Programs Moch. Panji Muharam/Student II B MPI PPs UIN SGD Bandung
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The success of educational institutions is highly dependent on the professionalism of the principal, teachers, education personnel, and madrasah supervisors in carrying out their respective duties. The main factor in the success of madrasahs, both academic and non-academic, is the quality of the principal. Schools have characteristics in implementing managerial supervision that includes planning, implementation, evaluation, and other supporting programs to improve administrative services. Effective managerial supervision requires conceptual, interpersonal, and technical skills. Therefore, the principal must understand the concept of academic supervision, including the definition, objectives, principles, and dimensions of managerial supervision in order to develop teacher professionalism and provide quality learning services.
First, Managerial supervision is supervision related to the management of schools or madrasahs to improve efficiency and effectiveness through planning, coordination, implementation, assessment, and development of human resource competencies and other resources. The core of this supervision is monitoring and coaching school administration, including curriculum management, student affairs, facilities and infrastructure, personnel, finance, community relations, and special services that support educational success.
Second, The scope of managerial supervision includes coaching, monitoring, and assessment. Coaching focuses on improving the understanding and application of the principal's competencies in order to achieve the National Education Standards optimally. Monitoring is carried out by supervising the implementation of national education standards and using the results to assist in preparing school accreditation. The assessment of managerial supervision aims to improve the ability of personnel to carry out supervisory duties in schools effectively.
Third, The principles of managerial supervision include non-authoritarian nature, human relations, continuity, democracy, integration, comprehensiveness, constructiveness, and objectivity. The methods used include monitoring and evaluation, focus group discussions, the Delphi method, workshops, and the provision of adequate facilities and infrastructure. Supervision techniques consist of individual and group supervision, which together support the effectiveness of the implementation of managerial supervision in educational institutions.
Fourth, The managerial supervision stage includes administrative planning, implementation of SNP monitoring and teacher coaching, objective assessment according to school needs, reporting of the results of the principal's supervision, and follow-up in the form of reflection and determination of effectiveness criteria to improve the quality of education management.
The substance of the description above is that The success of education depends on the professionalism of the principal and staff in managerial supervision which includes coaching, monitoring, and assessment. This supervision must be objective, non-authoritarian, use appropriate methods and techniques, and be implemented through planning, implementation, evaluation, and follow-up to improve the quality and performance of the school.
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