Optimizing Managerial Supervision to Improve School Management quality

By Zaenudin Ikhsan (Grade C/ Semester II/ MPI Student/ S2/ UIN Sunan Gunung Djati Bandung).

The quality of education is not determined solely by the teaching and learning process, but also by how well schools are managed efficiently and professionally. In practice, there is an assumption that school principals play a strategic role in delivering high-quality education services. However, many principals still fail to perform their managerial duties effectively due to limited competence or weak oversight. This creates issues in implementing national education standards. Therefore, this essay aims to explore the concept, scope, methods, and implementation of managerial supervision as a systematic and sustainable approach to strengthening school management.

Managerial supervision is a process of guidance and evaluation of the implementation of management functions in schools or madrasahs. It covers planning, execution, supervision, and development of educational resources. Its main focus is to ensure that school principals manage curriculum, student affairs, finance, infrastructure, and community relations in accordance with national standards. In practice, supervisors act as mentors, evaluators, and dialogue partners who promote overall performance improvement. This type of supervision is not merely controlling but is also empowering, aimed at achieving efficiency and effectiveness in educational institutions.

The scope of managerial supervision includes three main functions: guidance, monitoring, and assessment. Guidance helps principals improve their understanding and abilities in carrying out their managerial responsibilities. Monitoring is conducted to assess the extent to which schools have implemented the National Education Standards (SNP) and to prepare for accreditation. Assessment evaluates the performance of school principals and informs decisions on professional development or promotion. These three functions must operate in a balanced and complementary manner to ensure meaningful impact on school management quality.

In practice, managerial supervision is based on democratic, continuous, and constructive principles. A variety of methods are employed, such as monitoring and evaluation, focus group discussions (FGD), the Delphi method, and workshops. Supervision techniques are divided into two categories: individual techniques like observation and one-on-one consultation, and group techniques like training and mentoring sessions. The process should be participatory and based on needs analysis so that principals feel supported rather than controlled.

Managerial supervision is implemented in five key stages: planning, implementation, assessment, reporting, and follow-up. In the final stage, supervision results are used to formulate management strengthening strategies based on data. Follow-up is the key to success, as reflection and recommendations allow both supervisors and principals to design concrete improvements. Supervision must be conducted with professionalism and equitable communication, fostering a collaborative relationship that supports positive change in schools.

In conclusion, managerial supervision is a crucial instrument in ensuring that school principals fulfill their leadership and management roles effectively. With a structured, collaborative, and data-driven approach, this supervision serves as a driving force for improving the quality of education services. The commitment of all stakeholders to consistent and professional supervision will help build school management systems that are effective, accountable, and competitive.

*) This article is adapted from the Teaching Module of the Course Educational Supervision and Evaluation, Part XII, under the guidance of Prof. Dr. H. A. Rusdiana, MM. Link: 0012-HO Part XII Model Supervisi Manajerial Pengawasan dan Evaluasi Pndidikan.pdf