Principal Academic Supervision in Teacher Professional Development within Islamic Educational Institutions
Abstract
Academic supervision is a crucial component of teacher professional development; however, its implementation often remains administratively oriented rather than fully grounded in individual teacher needs. This study aims to analyze the planning concepts, strategies, and models of academic supervision regarding teacher professional development at Al-Kautsar Plus Elementary School Malang, as well as their implications for enhancing the quality of instruction. Employing a qualitative approach with a case study design, the study gathered primary data from the principal, vice-principal, coordinators, and teachers, while secondary data consisted of performance assessment documents, supervision programs, instruments, and other supporting records. Data were collected through interviews, observations, and document analysis, then processed interactively—involving data condensation, data display, and conclusion drawing/verification—with validity ensured through source and technique triangulation. The findings indicate that supervision planning begins with performance assessments and the results of previous supervision sessions to identify teacher needs. Supervision strategies are systematically formulated, taking into account objectives, targets, schedules, approaches, instruments, and school resources. The supervision model integrates developmental, clinical, scientific, and artistic approaches, incorporating directive, non-directive, and collegial methods alongside a focus on spiritual reinforcement. Implementation fosters guidance, observation, reflection, feedback, collaboration, self-evaluation, and follow-up actions, all contributing to the development of teacher competence and professional autonomy. The study is limited by its focus on a single institution and the absence of quantitative or longitudinal assessments regarding the impact of supervision. It concludes that academic supervision can be developed into an adaptive, spirituality-based model that integrates data, teacher needs, professional approaches, and Islamic values to support the enhancement of instructional quality and the overall standard of Islamic educational institutions.