Transforming Teaching Practices Through Comprehensive Clinical Supervision in Secondary Schools

Authors

DOI:

https://doi.org/10.23887/jppp.v8i2.74166

Keywords:

Clinical Supervision, Teaching Performance, Secondary Schools

Abstract

The teachers do not agree that the principal's supervision is more bureaucratic and autocratic, emphasizing hierarchy. The fact is that 44% of teachers do not like the supervision carried out in the classroom by either the principal or his deputy, and 58.8% of secondary school teachers disagree with teaching observations. This is urgent to research because there is a difference between theory and reality. This research aimed to evaluate the effect of clinical supervision on the teaching performance of teachers in secondary schools. Quantitative research method using a combination of teaching and learning observation instruments that have been adapted from all schools in assessing. The subjects were 38 secondary school teachers. Data collection techniques using observation instruments. The instrument was developed from indicators used as a tool to measure teacher performance. The instrument is given a score from point 1 to point 5. Analysis technique using SPSS Version 25.0 with measurements based on Learning Plans, induction tools, material delivery, questioning techniques, student involvement, reinforcement, training, and student assignments, checking training and student assignments, closing learning, and classroom management before and after clinical supervision. The results and findings of this research help teachers in schools to know the strengths and weaknesses when teaching is delivered in class. Clinical supervision also helps teachers improve the teaching and learning process more effectively so that teaching can improve student mastery. Clinical supervision can also be used as a guide for high school students to improve their knowledge.

References

Ahmad, S. T., Watrianthos, R., Samala, A. D., Muskhir, M., & Dogara, G. (2023). Project-based Learning in Vocational Education: A Bibliometric Approach. International Journal of Modern Education and Computer Science, 15(4), 43–56. https://doi.org/10.5815/ijmecs.2023.04.04. DOI: https://doi.org/10.5815/ijmecs.2023.04.04

Anvari, F., & Lakens, D. (2021). Using anchor-based methods to determine the smallest effect size of interest. Journal of Experimental Social Psychology, 96(December 2020), 1-11. https://doi.org/10.1016/j.jesp.2021.104159. DOI: https://doi.org/10.1016/j.jesp.2021.104159

Atiah, N., Fitria, H., & Destiniar, D. (2020). Effect of Principal’s Coaching and Supervision toward Teacher’s Performance. International Journal of Educational Review, 3(1), 88–93. https://doi.org/10.33369/ijer.v3i1.12179. DOI: https://doi.org/10.33369/ijer.v3i1.12179

Bjørndal, C. R. P. (2020). Student teachers ’ responses to critical mentor feedback : A study of face-saving strategies in teaching placements. Teaching and Teacher Education, 91(May 2020), 103047.1-12. https://doi.org/10.1016/j.tate.2020.103047. DOI: https://doi.org/10.1016/j.tate.2020.103047

Bolton-King, R. S. (2022). Student mentoring to enhance graduates’ employability potential. Science and Justice, 62(6), 785–794. https://doi.org/10.1016/j.scijus.2022.04.010. DOI: https://doi.org/10.1016/j.scijus.2022.04.010

Burbules, N. C., Fan, G., & Repp, P. (2020). Geography and Sustainability Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97. https://doi.org/10.1016/j.geosus.2020.05.001. DOI: https://doi.org/10.1016/j.geosus.2020.05.001

Carrero-Planells, A., Pol-Castañeda, S., Alamillos-Guardiola, M. C., Prieto-Alomar, A., Tomás-Sánchez, M., & Moreno-Mulet, C. (2021). Students and teachers’ satisfaction and perspectives on high-fidelity simulation for learning fundamental nursing procedures: A mixed-method study. Nurse Education Today, 104(2), 1-6. https://doi.org/10.1016/j.nedt.2021.104981. DOI: https://doi.org/10.1016/j.nedt.2021.104981

Chaharbashloo, H., Gholami, K., Aliasgari, M., Talebzadeh, H., & Mousapour, N. (2020). Analytical reflection on teachers’ practical knowledge: A case study of exemplary teachers in an educational reform context. Teaching and Teacher Education, 87(2), 102931.1-15. https://doi.org/10.1016/j.tate.2019.102931. DOI: https://doi.org/10.1016/j.tate.2019.102931

Chugh, R., Macht, S., & Harreveld, B. (2022). Supervisory feedback to postgraduate research students: a literature review. Assessment and Evaluation in Higher Education, 47(5), 683–697. https://doi.org/10.1080/02602938.2021.1955241. DOI: https://doi.org/10.1080/02602938.2021.1955241

Coleman, G., & Hyde, E. (2022). Is there a role for professional supervision in supporting the professional and personal wellbeing of the sonographic workforce? A literature review. Radiography, 28(4), 991–998. https://doi.org/10.1016/j.radi.2022.07.008. DOI: https://doi.org/10.1016/j.radi.2022.07.008

Collard, S. S., Scammell, J., & Tee, S. (2020). Closing the gap on nurse retention: A scoping review of implications for undergraduate education. Nurse Education Today, 84(October 2019), 104253.1-8. https://doi.org/10.1016/j.nedt.2019.104253. DOI: https://doi.org/10.1016/j.nedt.2019.104253

Cruz-González, C., Rodríguez, C. L., & Segovia, J. D. (2021). A systematic review of principals’ leadership identity from 1993 to 2019. Educational Management Administration and Leadership, 49(1), 31–53. https://doi.org/10.1177/1741143219896053. DOI: https://doi.org/10.1177/1741143219896053

Eranıl, A., & Barış, A. (2022). An Analysis of the Education System in Turkey: Supervision Policies Between the Years 1980 – 2021. Journal of Educational Supervision, 5(3), 35–60. https://doi.org/10.31045/jes.5.3.2. DOI: https://doi.org/10.31045/jes.5.3.2

García-Lázaro, I., Conde-Jiménez, J., & Colás-Bravo, M. P. (2022). Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020). Contemporary Educational Technology, 14(2), 1-9. https://doi.org/10.30935/cedtech/11540. DOI: https://doi.org/10.30935/cedtech/11540

Ghosn-Chelala, M. (2020). Global citizenship education in conflict-affected settings: Implications of teachers’ views and contextual challenges for the Lebanese case. Teaching and Teacher Education, 93(July 2020), 103078.1-11. https://doi.org/10.1016/j.tate.2020.103078. DOI: https://doi.org/10.1016/j.tate.2020.103078

Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68(November 2020), 1-10. https://doi.org/10.1016/j.stueduc.2020.100955. DOI: https://doi.org/10.1016/j.stueduc.2020.100955

Gümüş, S., Bellibaş, M. Ş., Gümüş, E., & Hallinger, P. (2020). Science mapping research on educational leadership and management in Turkey: a bibliometric review of international publications. School Leadership and Management, 40(1), 23–44. https://doi.org/10.1080/13632434.2019.1578737. DOI: https://doi.org/10.1080/13632434.2019.1578737

Gümüş, S., Hallinger, P., Cansoy, R., & Bellibaş, M. Ş. (2021). Instructional leadership in a centralized and competitive educational system: a qualitative meta-synthesis of research from Turkey. Journal of Educational Administration, 59(6), 702–720. https://doi.org/10.1108/JEA-04-2021-0073. DOI: https://doi.org/10.1108/JEA-04-2021-0073

Haugland, B. S. M., Haaland, Å. T., Baste, V., Bjaastad, J. F., Hoffart, A., Rapee, R. M., Raknes, S., Himle, J. A., Husabø, E., & Wergeland, G. J. (2020). Effectiveness of Brief and Standard School-Based Cognitive-Behavioral Interventions for Adolescents With Anxiety: A Randomized Noninferiority Study. Journal of the American Academy of Child and Adolescent Psychiatry, 59(4), 552-564.e2. https://doi.org/10.1016/j.jaac.2019.12.003. DOI: https://doi.org/10.1016/j.jaac.2019.12.003

Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022). Environmental education research in Indonesian Scopus indexed journal: A systematic literature review. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(2), 105–120. https://doi.org/10.22219/jpbi.v8i2.21041. DOI: https://doi.org/10.22219/jpbi.v8i2.21041

İnceçay, V., & Dikilitaş, K. (2022). Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings. Teaching and Teacher Education, 120(2), 103901.1-11. https://doi.org/10.1016/j.tate.2022.103901. DOI: https://doi.org/10.1016/j.tate.2022.103901

Jan, A. (2020). A phenomenological study of synchronous teaching during COVID-19: A case of an international school in Malaysia. Social Sciences and Humanities Open, 2(1), 100084.1-9. https://doi.org/10.1016/j.ssaho.2020.100084. DOI: https://doi.org/10.1016/j.ssaho.2020.100084

Johnson, J. L., Adkins, D., & Chauvin, S. (2020). A review of the quality indicators of rigor in qualitative research. American Journal of Pharmaceutical Education, 84(1), 138–146. https://doi.org/10.5688/ajpe7120. DOI: https://doi.org/10.5688/ajpe7120

Josa, I., & Aguado, A. (2021). Social sciences and humanities in the education of civil engineers: Current status and proposal of guidelines. Journal of Cleaner Production, 311(February 2020), 127489.1-16. https://doi.org/10.1016/j.jclepro.2021.127489. DOI: https://doi.org/10.1016/j.jclepro.2021.127489

Julia, J., Supriatna, E., Isrokatun, I., Aisyah, I., Hakim, A., & Odebode, A. A. (2020). Moral education (2010-2019): A bibliometric study (Part 2). Universal Journal of Educational Research, 8(7), 2954–2968. https://doi.org/10.13189/ujer.2020.080724. DOI: https://doi.org/10.13189/ujer.2020.080724

Keinänen, A. L., Lähdesmäki, R., Juntunen, J., Tuomikoski, A. M., Kääriäinen, M., & Mikkonen, K. (2023). Effectiveness of mentoring education on health care professionals´ mentoring competence: A systematic review. Nurse Education Today, 121(January), 1-10. https://doi.org/10.1016/j.nedt.2023.105709. DOI: https://doi.org/10.1016/j.nedt.2023.105709

Kim, S., Jeong, H., Cho, H., & Yu, J. (2023). Extracurricular activities in medical education: an integrative literature review. BMC Medical Education, 23(1), 1–11. https://doi.org/10.1186/s12909-023-04245-w. DOI: https://doi.org/10.1186/s12909-023-04245-w

Labrague, L. J., McEnroe-Petitte, D. M., D’Souza, M. S., Hammad, K. S., & Hayudini, J. N. A. (2020). Nursing faculty teaching characteristics as perceived by nursing students: an integrative review. Scandinavian Journal of Caring Sciences, 34(1), 23–33. https://doi.org/10.1111/scs.12711. DOI: https://doi.org/10.1111/scs.12711

Luca, A., Giorgino, R., Gesualdo, L., Peretti, G. M., Belkhou, A., Banfi, G., & Grasso, G. (2020). Innovative Educational Pathways in Spine Surgery: Advanced Virtual Reality–Based Training. World Neurosurgery, 140, 674–680. https://doi.org/10.1016/j.wneu.2020.04.102. DOI: https://doi.org/10.1016/j.wneu.2020.04.102

Marey, R., Hesham, G., Magdd, A., & Toprak, M. (2020). Re-conceptualizing teacher evaluation and supervision in the light of educational reforms in Egypt. Social Sciences and Humanities Open, 2(1), 100081.1-8. https://doi.org/10.1016/j.ssaho.2020.100081. DOI: https://doi.org/10.1016/j.ssaho.2020.100081

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1(September), 100012.1-8. https://doi.org/10.1016/j.ijedro.2020.100012. DOI: https://doi.org/10.1016/j.ijedro.2020.100012

Moè, A., & Katz, I. (2020). Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout. Teaching and Teacher Education, 96(1), 1-9. https://doi.org/10.1016/j.tate.2020.103173. DOI: https://doi.org/10.1016/j.tate.2020.103173

Mok, S. Y., & Staub, F. C. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies. Teaching and Teacher Education, 107(2), 103484.1-14. https://doi.org/10.1016/j.tate.2021.103484. DOI: https://doi.org/10.1016/j.tate.2021.103484

Muthanna, A., & Alduais, A. (2021). A Thematic Review on Research Integrity and Research Supervision: Relationships, Crises and Critical Messages. Journal of Academic Ethics, 19(1), 95–113. https://doi.org/10.1007/s10805-020-09368-z. DOI: https://doi.org/10.1007/s10805-020-09368-z

Nęcki, M., Antończyk, R., Pandel, A., Gawęda, M., Latos, M., Urlik, M., Stącel, T., Wajda-Pokrontka, M., Zawadzki, F., Przybyłowski, P., Zembala, M., & Ochman, M. (2020). Impact of Cold Ischemia Time on Frequency of Airway Complications Among Lung Transplant Recipients. Transplantation Proceedings, 52(7), 2160–2164. https://doi.org/10.1016/j.transproceed.2020.03.047. DOI: https://doi.org/10.1016/j.transproceed.2020.03.047

Ofei, A. M. A., Paarima, Y., & Barnes, T. (2020). Exploring the management competencies of nurse managers in the Greater Accra Region, Ghana. International Journal of Africa Nursing Sciences, 13(September 2020), 100248.1-7. https://doi.org/10.1016/j.ijans.2020.100248. DOI: https://doi.org/10.1016/j.ijans.2020.100248

Rees, C. E., Lee, S. L., Huang, E., Denniston, C., Edouard, V., Pope, K., Sutton, K., Waller, S., Ward, B., & Palermo, C. (2020). Supervision training in healthcare: a realist synthesis. In Advances in Health Sciences Education (Vol. 25, Nomor 3). Springer Netherlands. https://doi.org/10.1007/s10459-019-09937-x. DOI: https://doi.org/10.1007/s10459-019-09937-x

Roberts, J. A., & David, M. E. (2020). Boss phubbing, trust, job satisfaction and employee performance. Personality and Individual Differences, 155(November), 109702.1-8. https://doi.org/10.1016/j.paid.2019.109702. DOI: https://doi.org/10.1016/j.paid.2019.109702

Rozi, A., Musfiqon, M., & Prasetiya, B. (2022). The Effectiveness of Principals’ Supervision in Improving Teacher Performance. KnE Social Sciences, 2022(2), 290–299. https://doi.org/10.18502/kss.v7i10.11231. DOI: https://doi.org/10.18502/kss.v7i10.11231

Sanusi, I. T., Oyelere, S. S., & Omidiora, J. O. (2022). Exploring teachers’ preconceptions of teaching machine learning in high school: A preliminary insight from Africa. Computers and Education Open, 3(November 2021), 100072.1-10. https://doi.org/10.1016/j.caeo.2021.100072. DOI: https://doi.org/10.1016/j.caeo.2021.100072

Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103(January), 101602.1-16. https://doi.org/10.1016/j.ijer.2020.101602. DOI: https://doi.org/10.1016/j.ijer.2020.101602

Schott, C., van Roekel, H., & Tummers, L. G. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31(March), 100352.1-24. https://doi.org/10.1016/j.edurev.2020.100352. DOI: https://doi.org/10.1016/j.edurev.2020.100352

Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31(October 2019), 100357.1-19. https://doi.org/10.1016/j.edurev.2020.100357. DOI: https://doi.org/10.1016/j.edurev.2020.100357

Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1(October), 100016.1-8. https://doi.org/10.1016/j.ijedro.2020.100016. DOI: https://doi.org/10.1016/j.ijedro.2020.100016

Soro, S. H. (2023). Academic Supervision as One of Education Policy Implementations (Case Study of the Islamic Religious Education Teacher Working Group in Sungai Tabuk District, Banjar Regency in the Perspective of General Education). Edukasi Islami: Jurnal Pendidikan Islam STAI Al Hidayah Bogor, 12(2), 1247–1262. https://doi.org/10.30868/ei.v12i02.3484.

Stahlschmidt, S., & Stephen, D. (2020). Comparison of Web of Science, Scopus and Dimensions databases. In Comparison of Web of Science, Scopus and Dimensions databases - KB Forschungspoolprojekt 2020 (Nomor October 2020, hal. 1–29).

Tang, M., & Liao, H. (2021). From conventional group decision making to large-scale group decision making: What are the challenges and how to meet them in big data era? A state-of-the-art survey. Omega (United Kingdom), 100(2), 102141.1-18. https://doi.org/10.1016/j.omega.2019.102141. DOI: https://doi.org/10.1016/j.omega.2019.102141

Tise, J. C., Hernandez, P. R., & Wesley Schultz, P. (2023). Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment. Contemporary Educational Psychology, 75(October), 102233.1-14. https://doi.org/10.1016/j.cedpsych.2023.102233. DOI: https://doi.org/10.1016/j.cedpsych.2023.102233

Tiwari, S. (2022). Supervised Machine Learning: A Brief Introduction. Proceedings of the International Conference on Virtual Learning, 17(5), 219–230. https://doi.org/10.58503/icvl-v17y202218. DOI: https://doi.org/10.58503/icvl-v17y202218

Uy, F. T., Sasan, J. M., & Kilag, O. K. (2023). School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study. International Journal of Theory and Application in Elementary and Secondary School Education, 5(1), 44–62. https://doi.org/10.31098/ijtaese.v5i1.1208. DOI: https://doi.org/10.31098/ijtaese.v5i1.1208

van den Bogerd, N., Dijkstra, S. C., Tanja-Dijkstra, K., de Boer, M. R., Seidell, J. C., Koole, S. L., & Maas, J. (2020). Greening the classroom: Three field experiments on the effects of indoor nature on students’ attention, well-being, and perceived environmental quality. Building and Environment, 171(June 2019), 106675.1-10. https://doi.org/10.1016/j.buildenv.2020.106675. DOI: https://doi.org/10.1016/j.buildenv.2020.106675

van Kessel, R., Steinhoff, P., Varga, O., Breznoščáková, D., Czabanowska, K., Brayne, C., Baron-Cohen, S., & Roman-Urrestarazu, A. (2020). Autism and education—Teacher policy in Europe: Policy mapping of Austria, Hungary, Slovakia and Czech Republic. Research in Developmental Disabilities, 105(February), 1–10. https://doi.org/10.1016/j.ridd.2020.103734. DOI: https://doi.org/10.1016/j.ridd.2020.103734

Weller, J. M., Naik, V. N., & San Diego, R. J. (2020). Systematic review and narrative synthesis of competency-based medical education in anaesthesia. British Journal of Anaesthesia, 124(6), 748–760. https://doi.org/10.1016/j.bja.2019.10.025. DOI: https://doi.org/10.1016/j.bja.2019.10.025

Xu, X., Jiang, X., Ma, C., Du, P., Li, X., Lv, S., Yu, L., Ni, Q., Chen, Y., Su, J., Lang, G., Li, Y., Zhao, H., Liu, J., Xu, K., Ruan, L., Sheng, J., Qiu, Y., Wu, W., … Li, L. (2020). A Deep Learning System to Screen Novel Coronavirus Disease 2019 Pneumonia. Engineering, 6(10), 1122–1129. https://doi.org/10.1016/j.eng.2020.04.010. DOI: https://doi.org/10.1016/j.eng.2020.04.010

Downloads

Published

2024-08-01

How to Cite

Mesta Limbong, M. (2024). Transforming Teaching Practices Through Comprehensive Clinical Supervision in Secondary Schools. Jurnal Penelitian Dan Pengembangan Pendidikan, 8(2), 237–247. https://doi.org/10.23887/jppp.v8i2.74166

Issue

Vol. 8 No. 2 (2024): Juli

Section

Articles

License

Copyright (c) 2024 Mesta Mesta Limbong

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with the Jurnal Penelitian dan Pengembangan Pendidikan agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)