By: Teguh Iqbal Maulana Al-Hamidi / Student of Class II B MPI Master's Program, UIN Sunan Gunung Djati Bandung
Introduction:
Education is a vital sector that must keep pace with the changing times. To ensure its quality and effectiveness, a structured system of supervision and evaluation is required. Institutional supervision serves as a control mechanism to ensure that the processes and outcomes of education align with predetermined goals. Through systematic oversight, educational institutions can be evaluated, improved, and continuously developed. This institutional framework includes rules, norms, and organizational structures that regulate the relationships and roles of educational actors so that education remains relevant, efficient, and of high quality.
First: supervision institutions refer to the system of rules, norms, and organizational structures that govern the interactions among educational actors in order to achieve common goals. These institutions serve as a guide to assess the effectiveness and efficiency of the learning process. Supervision ensures that educational outcomes meet established standards and targets. When discrepancies arise, these institutions form the basis for corrective action. With a strong system in place, supervision can drive continuous quality improvement and accountability within educational institutions.
Second: Institutional capacity reflects the extent to which an organization can effectively carry out its supervisory functions. The main indicators include clarity of goals, properly functioning roles, innovation, and the commitment of its members. Innovation involves strong leadership, clear role distribution, and adequate resource support. A strong institution is capable of managing information, resolving conflicts, and promoting quality improvement in education through ongoing evaluation and development.
Third: School supervisors have two primary responsibilities: academic supervision and managerial supervision. Academic supervision focuses on improving the quality of teaching by guiding teachers, evaluating the learning process, and fostering professional development. Managerial supervision involves school management tasks such as planning, evaluation, and administration. Supervisors are also responsible for monitoring the implementation of the eight National Education Standards, providing guidance for improvements, and acting as partners to school principals in creating an effective and efficient educational environment. These roles position supervisors as key drivers of school quality enhancement.
Fourth: School supervisors have the authority to develop work programs, determine supervisory methods, and assess the performance of teachers and school leaders. They are entitled to receive salaries, functional allowances, incentives, and support facilities. Their activities include teacher development, program monitoring, data analysis on student learning outcomes, and reporting to education offices and stakeholders. Supervisors are also involved in planning quality improvement strategies, resolving school-related issues, and providing recommendations during the accreditation process. All of these efforts aim to ensure that the education process aligns with established standards and goals.
Educational supervision and evaluation institutions play a vital role in maintaining the quality and effectiveness of education. With a foundation of well-organized rules, structures, and norms, these institutions guide educational organizations to operate in alignment with their objectives. Their capacity is determined by functional clarity, innovation, and member commitment. As the primary implementers, school supervisors carry out both academic and managerial supervision to foster and evaluate all components within schools. They are granted the authority and rights needed to design programs, assess performance, and drive ongoing improvements in the education system.
*) This article is derived from the teaching module of the Educational Supervision and Evaluation course, Part 5, instructed by Prof. Dr. A. Rusdiana, M.M.
Teguh Iqbal Maulana Al-Hamidi was born on March 26, 1999, in Majalengka. He is the second of four siblings in the family of Mr. Abdul Hamid and Mrs. Tuti Herdianti. Currently residing in Bandung, his address is located at Jl. Terusan Tubagus Ismail Raya No. 6, RT 01 RW 15, Sekeloa, Coblong District. Teguh began his educational journey at SD Al-Hidayah Majalengka, where he graduated in 2011. He continued to develop his academic potential at SMPN 3 Majalengka, completing his junior high school in 2014. For high school, he chose a religious path by studying at MA Al-Muhajirin Purwakarta, graduating in 2017. Currently, he is pursuing higher education at UIN Sunan Gunung Djati Bandung, majoring in Islamic Education Management.Teguh’s motivation for choosing this major lies in his deep interest in the educational field, particularly in the area of management. He aspires to continue to postgraduate studies and gain a comprehensive understanding of educational management systems. His ultimate goal is to become a competent manager in educational institutions, whether in formal schools or Islamic boarding schools (pesantren), contributing to the improvement and innovation of education.Guided by the life motto “Man Jadda Wajadda” — "He who strives, succeeds" — Teguh is committed to continuously working hard and learning in order to achieve his dreams and make a positive impact in the world of education
