Quality Management of Academic Supervision in Indonesian Madrasahs
A Case Study Analysis of Principal Leadership and Teacher Professional Development
DOI:
https://doi.org/10.56916/jirpe.v4i4.2164Keywords:
academic supervision, quality management, teacher professional competence, madrasah, Deming frameworkAbstract
The quality of education in madrasahs faces significant challenges, particularly regarding systematic academic supervision and teacher professional competence development. This study examined the implementation of quality management principles in academic supervision conducted by madrasah principals and its impact on enhancing teacher professionalism competence. A qualitative case study approach was employed at Madrasah Aliyah Cijawura, Bandung City, Indonesia. Data were collected through in-depth interviews with madrasah principals, teachers, and supervisors, direct observations of supervision activities, and document analysis. Thematic analysis was conducted using Deming's quality management framework encompassing planning, implementation, evaluation, and follow-up dimensions. The findings revealed four critical dimensions of effective supervision quality management: comprehensive planning incorporating stakeholder needs assessment, structured implementation through classroom observation and collaborative feedback, multi-dimensional evaluation with diverse stakeholder perspectives, and sustained follow-up activities ensuring continuous professional growth. Teachers demonstrated measurable improvements in pedagogical competence, subject mastery, classroom management, and professional confidence following systematic supervision interventions. The successful application of Deming's Plan-Do-Check-Act framework demonstrates the adaptability of quality management principles in Islamic educational contexts. The systematic supervision approach addresses supervisor identity formation challenges while creating conditions for collaborative professional development aligned with social constructivist principles.
References
Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education, 34(3), 243–257. https://doi.org/10.1080/03004270600898893
Agasisti, T., Falzetti, P., & Soncin, M. (2020). School principals' managerial behaviours and students' achievement: An empirical analysis of Italian middle schools. International Journal of Educational Management, 34(5), 937-951. https://doi.org/10.1108/IJEM-11-2018-0350
Amador, J. M., Gillespie, R., Carson, C., & Kruger, J. (2021). Online teaching labs: Changes in design and facilitation for teacher learning in synchronous professional development. Professional Development in Education, 1–17. https://doi.org/10.1080/19415257.2021.2013929
Aravena, F., & González, Á. (2021). 'Always ready and always well': Exploring stress on school principals in Chile. International Journal of Educational Development, 84, Article 102399. https://doi.org/10.1016/j.ijedudev.2021.102399
Arifin, J. (2022). Implementasi manajemen supervisi akademik kepala sekolah dalam meningkatkan mutu kompetensi profesional guru. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 5(9), 3850–3857. https://doi.org/10.54371/jiip.v5i9.918
Beilstein, S. O., Henricks, G. M., Jay, V., Perry, M., Bates, M. S., Moran, C. G., & Cimpian, J. R. (2021). Teacher voices from an online elementary mathematics community: Examining perceptions of professional learning. Journal of Mathematics Teacher Education, 24, 283–308. https://doi.org/10.1007/s10857-020-09459-z
Bloom, N., Lemos, R., Sadun, R., & Van Reenen, J. (2015). Does management matter in schools? The Economic Journal, 125(584), 647–674. https://doi.org/10.1111/ecoj.12267
Casmito, Rifai, R. A., & Harlanu, M. (2020). The effect of academic supervision and teacher participation in subject teacher's meeting on improving teacher performance of Islamic junior high school. Proceedings of the International Conference on Science, Education and Technology (ISET 2019). https://doi.org/10.2991/assehr.k.200620.028
Connolly, M., James, C., & Fertig, M. (2019). The difference between educational management and educational leadership and the importance of educational responsibility. Educational Management Administration & Leadership, 47(4), 504–519.
Di Liberto, A., Schivardi, F., & Sulis, G. (2015). Managerial practices and student performance. Economic Policy, 30(84), 683–728. https://doi.org/10.1093/epolic/eiv015
Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324–340. https://doi.org/10.1111/j.1467-8535.2009.00953.x
Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(12), 1731–1744. https://doi.org/10.5897/ERR2015.2306
Faizin, M. (2023). Manajemen supervisi akademik kepala sekolah dalam meningkatkan profesionalisme guru pendidikan agama Islam. Jurnal Ilmiah Wahana Pendidikan, 9(9), 608–624. https://doi.org/10.5281/zenodo.7969590
Futiarso, F., Jatmiko, H., & Hariyadi, A. (2023). Supervisi akademik pengawas sekolah untuk meningkatkan profesionalisme guru. Equity In Education Journal, 5(1), 52–58. https://doi.org/10.37304/eej.v5i1.8258
Gemici, S., Lu, T., et al. (2014). Do schools influence student engagement in the high school years? National Centre for Vocational Education Research. https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-factors-affecting-the-educational-and-occupational-aspirations-of-young-australians
Glanz, K., Rimer, F. M., & Lewis, B. K. (2002). Health behavior and health education: Theory, research and practice (3rd ed.). Jossey Bass.
Haslam, C., Jetten, J., Cruwys, T., Dingle, G., & Haslam, S. A. (2018). The new psychology of health: Unlocking the social cure. Routledge. https://doi.org/10.4324/9781315648569
Haslam, S. A., & Turner, J. C. (1992). Context-dependent variation in social stereotyping 2: The relationship between frame of reference, self-categorization and accentuation. European Journal of Social Psychology, 22(3), 251–277. https://doi.org/10.1002/ejsp.2420220305
Hidayat, T., & Asyafah, A. (2019). The basic concept of evaluation and its implications in evaluating Islamic religious education learning in schools. Al-Tadzkiyyah Journal of Islamic Education, 10(1), 159. https://doi.org/10.24042/atjpi.v10i1.3729
Huang, X. F., Lai, M. Y., & Huang, R. J. (2021). Teachers' learning through an online lesson study: An analysis from the expansive learning perspective. International Journal for Lesson and Learning Studies, 10(2), 202–216. https://doi.org/10.1108/IJLLS-09-2020-0076
Humaira, F., Hadiati, E., & Fauzan, A. (2024). Manejemen mutu supervisi akademik kepala madrasah dalam meningkatkan kinerja guru MIS di Bandar Lampung. SOCIAL: Jurnal Inovasi Pendidikan IPS, 4(3), 252–264. https://doi.org/10.51878/social.v4i3.3329
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., & Hüllermeier, E. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kim, B. (2001). Social constructivism. Emerging Perspectives on Learning, Teaching, and Technology, 1(1), 16. https://cmapspublic2.ihmc.us/rid=1N5PWL1K5-24DX4GM-380D/Kim%20Social%20constructivism.pdf
Kusmiati, A., & Sauri, S. (2022). Manajemen supervisi kepala sekolah dalam meningkatkan profesionalisme guru. Jurnal Pendidikan Indonesia, 3(7). https://doi.org/10.59141/japendi.v3i07.1176
Lalupanda, E. M. (2019). Implementasi supervisi akademik untuk meningkatkan mutu guru. Jurnal Akuntabilitas Manajemen Pendidikan, 7(1), 62–72. http://dx.doi.org/10.21831/amp.v7i1.22276
Larson, S., Partridge, L., Walkington, H., Wuetherick, B., & Moore, J. L. (2018). An international conversation about mentored undergraduate research and inquiry and academic development. International Journal for Academic Development, 23(1), 6–14. https://doi.org/10.1080/1360144X.2018.1415033
Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35(5), 679–706. https://doi.org/10.1177/0013161X99355002
Liu, Y., & Liao, W. (2019). Professional development and teacher efficacy: Evidence from the 2013 TALIS. School Effectiveness and School Improvement, 30(4), 487–509. https://doi.org/10.1080/09243453.2019.1612454
Maharani, S. I., Chotimah, C., & Sulistyorini, S. (2023). Principal supervision strategies in improving teacher professionalism. Skills Journal of Research and Studies in Islamic Education Management, 51. https://doi.org/10.47498/skills.v2i1.1514
Marfinda, E. (2022). Manajemen supervisi akademik kepala sekolah dan peran komite sekolah terhadap kinerja guru. ACADEMIA: Jurnal Inovasi Riset Akademik, 2(3), 238–248. https://doi.org/10.51878/academia.v2i3.1530
Mukhlasin, A. (2020). Manajemen supervisi kepala sekolah dalam meningkatkan profesionalitas guru di SD Swasta Al-Ittihadiah Laut Dendang Kecamatan Percut Sei Tuan Kabupaten Deli Serdang. Journal Of Education And Teaching Learning (JETL), 2(3), 9–19. https://doi.org/10.51178/jetl.v2i3.12
Noer, C. L. P., Kristiawan, M., & Puspita, Y. (2022). Strategy of SMP Negeri 12 Palembang in improving learning quality. Tambusai Education Journal, 6(3), 14046. https://doi.org/10.31004/jptam.v6i3.5033
Pont, B., Moorman, H., & Nusche, D. (2008). Improving school leadership (Vol. 1). OECD Paris.
Quigley, S. A. (2011). Academic identity: A modern perspective. Educate, 11(1), 20–30. https://www.educatejournal.org/index.php/educate/article/view/245
Roberts, L. D., & Seaman, K. (2018). Good undergraduate dissertation supervision: Perspectives of supervisors and dissertation coordinators. International Journal for Academic Development, 23(1), 28–40. https://doi.org/10.1080/1360144X.2017.1412971
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509
Serrano, D. R., Dea-Ayuela, M. A., Gonzalez-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286. https://doi.org/10.1111/ejed.12330
Stevenson, C., & Muldoon, O. T. (2010). Socio-political context and accounts of national identity in adolescence. British Journal of Social Psychology, 49(3), 583–599. https://doi.org/10.1348/014466609X475972
Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.
Ten Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Educational Administration Quarterly, 48(4), 699–732. https://doi.org/10.1177/0013161X11436272
Usman, J. (2016). The urgency of financing management in improving the quality of madrasah education. Tadris Journal of Islamic Education, 11(2), 219. https://doi.org/10.19105/tadris.v11i2.1170
Van Rijswijk, W., Haslam, S. A., & Ellemers, N. (2006). Who do we think we are? The effects of social context and social identification on in-group stereotyping. British Journal of Social Psychology, 45(1), 161–174. https://doi.org/10.1348/014466605X39475
Vygotsky, L. (1962). Thought and language. MIT Press.
Wiggins, S., Gordon-Finlayson, A., Becker, S., & Sullivan, C. (2016). Qualitative undergraduate project supervision in psychology: Current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology, 13(1), 1–19. https://doi.org/10.1080/14780887.2015.1075641
Wildy, H., Forster, P., Louden, W., & Wallace, J. (2004). The international study of leadership in education: Monitoring decision making by school leaders. Journal of Educational Administration, 42(4), 416-430. https://doi.org/10.1108/09578230410544044
Woolfolk, A. (2016). Educational psychology. Pearson.
Zhang, S., Liu, Q., Chen, W., Wang, Q., & Huang, Z. (2017). Interactive networks and social knowledge construction behavioral patterns in primary school teachers' online collaborative learning activities. Computers & Education, 104, 1–17. https://doi.org/10.1016/j.compedu.2016.10.011
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Barri Mochamad Burhan, Supyan Sauri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
