Educational Supervision Institutions : Pillars Of National Education Quality

Annisa Prawati Ningrum/Student II-B MPI PPs UIN SGD Bandung
The world of education is currently facing major challenges along with rapid social and technological changes. The assumption is that strong educational supervision and structured institutions will be able to guarantee the quality of education. However, there is still a gap between regulations and implementation in the field. This article aims to briefly and systematically review the basic concepts of supervisory institutions, institutional capacity, duties and functions of school supervisors, and the rights and authorities that accompany them.
First: Basic Concepts of Educational Supervision Institutions
Educational supervision institutions are a system of rules, norms, and organizations that regulate the relationship between elements in the education system to achieve common goals. This institution is not only limited to a formal structure, but also includes social values, codes of ethics, and patterns of interaction between individuals in educational institutions. In the context of supervision, institutions function as a control system that directs and assesses the effectiveness of educational institutions. In other words, supervisory institutions are the operational foundation used by supervisors to ensure the sustainability and improvement of education quality through synergistic and systematic working relationships.
Second: Institutional Capacity of Supervision and Evaluation of Education
Institutional capacity reflects the ability of institutions to carry out supervision and evaluation functions effectively. The four main indicators include clarity of objectives, roles and functions that are running, institutional innovation, and policy support. Good institutions are able to manage human resources, information, and resolve internal conflicts. Innovation is demonstrated through effective leadership, active participation of members, and clear division of roles. Legally, this institutional capacity is strengthened by regulations such as the Decree of the Minister of Administrative and Bureaucratic Reform and the Regulation of the Minister of Education which formally regulate the positions and responsibilities of school supervisors.
Third: Main Duties, Functions and School Supervisors
School supervisors have an important role in academic and managerial supervision. Their main tasks include preparing supervision programs, coaching principals and teachers, and evaluating the implementation of education programs. The function of academic supervision focuses on improving the quality of teacher learning, while managerial supervision is oriented towards the management of educational institutions. Supervisors also act as consultants, motivators, reporters, and coordinators of educational activities. This activity aims to ensure that all components of the school run according to national education standards and support the achievement of national education goals effectively and efficiently.
Fourth: Authority, Rights and Activities of School Supervisors
School supervisors have a number of authorities such as determining work methods, compiling supervision programs, and assessing the performance of teachers and principals. Their rights include salaries, functional and professional allowances, operational costs, and special incentives, especially for those assigned to remote areas. Supervisory activities include assessing learning outcomes, teacher coaching, monitoring school programs, and reporting evaluation results to relevant agencies. In addition, supervisors contribute to school accreditation, compiling supervision programs for the following semester, and providing solutions to educational problems faced by supervised schools.
The institution of educational supervision is an important foundation in the national education system. The capacity and performance of school supervisors determine the success of academic and managerial supervision. With adequate authority and rights, supervisors can carry out their functions optimally. A strong and adaptive institution will be able to answer the challenges of today's education and encourage the creation of superior and competitive education quality.
*This article is presented from the Teaching Module for the Educational Supervision and Evaluation course. Part -5. Lecturer Dr. H. A. Rusdiana, Drs., M.M.

CURICULUM VITAE
Annisa Prawati Ningrum Lahir di Bandung, tanggal 13 Mei 2000. Merupakan anak pertama  dari tiga bersaudara pasangan bapak Yoga Prayoga dan ibu Iis Riswati.  Alamat tempat Tinggal:  Jl. Panorama Indah No. 14, Kel. Palasari, Kec. Cibiru, Kota Bandung, Jawa Barat 40615. Tlp/hp 085714692979 Email: annisaprawati5@gmail.com
Pendidikan: Sekolah Dasar di SD Plus Al-Ghifari Bandung, tahun lulus 2013. SMP dan SMA di Pondok Modern Darussalam Gontor Putri 1 tahin lulus 2019. S1 di UIN Sunan Gunung Djati Bandung Jurusan Manajemen Pendidikan Islam dan lulus tahun 2024. Saat ini mengambil S2 di UIN Sunan Gunung Djati Bandung program studi Manajemen Pendidikan Islam
Motivasi masuk ke UIN SGD Jurusan MPI: ingin melanjutkan jenjang pendidikan ke yang lebih tinggi namun juga mempunyai basic islam karena zaman sekarang pendidikan yang berbasic islam juga sangat penting untuk masa depan dan juga supaya bisa menjadi seorang pengelola pendidikan yang baik dan tidak terlepas dari nilai-nilai keislaman.
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