IMPLEMENTASI SUPERVISI OLEH KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU

Abstract

The purpose of this study is to describe the implementation of the supervision by the principal in improving the professionalism of teachers in schools that focus on: (1) the implementation strategy of supervision by the principal in improving the professionalism of teachers in schools; and (2) the obstacles encountered in the implementation of supervision by the principal in improving the professionalism of teachers in schools. This study used a qualitative approach with case study design. The results showed first, strategy implementation supervision by principals in improving the professionalism of teachers in schools include: scheduling carried out regularly in the implementation of supervision; supervision conducted by the principal, vice principal, senior teachers and school supervisors; supervision techniques used more emphasis on techniques classroom visits; and the evaluation of supervision activities that have been done in order to mutually discuss and exchange ideas or opinions in order to improve the process of teaching and learning in schools. And second, the obstacles encountered in the implementation of supervision by principals indicate that: (1) those aspects of concern to the supervisor in the implementation of supervision at the school include uniformity in the preparation of lesson plans, availability of teaching, ways and methods of teaching used by teachers in the teaching and learning process, media conformity lessons with teaching materials are being studied, as well as conditioning active class atmosphere and fun while teaching and learning progress; and (2) the obstacles encountered in the implementation of supervision by the principal, namely: is the fear that a teacher even shy away when they wanted to be supervised, teachers’ understanding of the concept of supervision it is still very less because there are still some teachers who think that supervision is rated as the force everything that is desired by the supervisor of the teachers, the provision of follow-up of the school principal it is still not maximized because the workload reason principals outside school hours, as well as the lack of principals to provide encouragement and motivation for teachers especially in preparing teachers to be supervised.