Coaching-Based Academic Supervision Management Using the Tirta Model to Improve Teachers' Pedagogical Competence
DOI:
https://doi.org/10.56916/jirpe.v5i1.2772Keywords:
coaching supervision, TIRTA model, pedagogical competence, teacher development, elementary educationAbstract
Teachers' pedagogical competence remains a critical challenge in Indonesian elementary education despite various professional development initiatives. Traditional evaluative supervision approaches have proven insufficient in fostering sustainable teacher development. This study examined the implementation of coaching-based academic supervision using the TIRTA (Goals, Identification, Action Plan, Responsibility, Appreciation) model to enhance teachers' pedagogical competence in elementary schools. A descriptive qualitative case study was conducted at SDN Pancawangi and SDN Sindangjaya in Cianjur Regency, West Java. Data were collected through in-depth interviews with principals and teachers, participatory observations of supervision sessions, and analysis of supervision documents. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with trustworthiness established through triangulation and member checking. Findings revealed that TIRTA-based supervision was implemented systematically through collaborative planning (participatory needs assessment, SMART goals), structured five-stage implementation (reflective dialogue, co-constructed action plans, mutual accountability), comprehensive evaluation (82% target achievement, constructive feedback), and sustained follow-up (continuous monitoring, progressive competency development). The coaching approach transformed supervision relationships from evaluative to developmental, creating psychological safety and cultivating teachers' autonomous motivation and self-directed learning capacities. The TIRTA model effectively operationalizes adult learning theory, coaching principles, and self-determination theory, offering promising direction for sustainable teacher professional development in elementary education contexts.
References
Alhikmah, R. N., Roza, Y., & Maimunah, M. (2021). Analisis kesulitan guru matematika SMP dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) berdasarkan kurikulum 2013. Jurnal Cendekia, 5(1), 655-669. https://doi.org/10.31004/cendekia.v5i1.433
Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-quality professional development for all teachers: Effectively allocating resources. National Comprehensive Center for Teacher Quality. https://eric.ed.gov/?id=ED520732
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
Bowman, R. F., & McCormick, S. (2000). Comparison of peer coaching versus traditional supervision effects. The Journal of Educational Research, 93(4), 256–261. https://doi.org/10.1080/00220670009598714
Brenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments, 9(1), 3. https://doi.org/10.1186/s40561-021-00184-5
Brown, C., & Annenberg, E. (2020). The partnership approach in teacher education: The evidence base for co-teaching in initial teacher education. UCL IOE Press.
Bush-Mecenas, S., Marsh, J. A., & Strunk, K. O. (2020). Guiding principals: Middle-manager coaching and human-capital reform. Teachers College Record, 122(10), 1-50. https://doi.org/10.1177/016146812012201004
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Carcary, M. (2009). The research audit trail—Enhancing trustworthiness in qualitative inquiry. Electronic Journal of Business Research Methods, 7(1), 11–24. https://academic-publishing.org/index.php/ejbrm/article/view/1239
Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE Publications.
Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Deming, W. E. (1982). Quality, productivity, and competitive position. Massachusetts Institute of Technology, Center for Advanced Engineering Study.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). McGraw-Hill.
Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Ganendra, A., Joyoatmojo, S., Martono, T., & Wardani, D. K. (2025). Development of Pedagogical Content Learning Module in Enhancing Pedagogical Competence of Economics Teachers. Educational Process: International Journal. https://doi.org/10.22521/edupij.2025.15.115
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). Supervision and instructional leadership: A developmental approach (9th ed.). Pearson.
Global Education Monitoring Report. (2023). Technology in education: A tool on whose terms? UNESCO.
Guba, E. G., & Lincoln, Y. S. (1985). Naturalistic inquiry. SAGE Publications.
Hanum, C. B., & Robandi, B. Pedagogical Competence of Elementary School Teachers: Basic Knowledge and Forms of Learning Activity. Mimbar Sekolah Dasar, 10(3), 492-512. https://doi.org/10.53400/mimbar-sd.v10i3.58109
Isniah, S., Purba, H. H., & Debora, F. (2020). Plan do check action (PDCA) method: literature review and research issues. Jurnal Sistem dan Manajemen Industri, 4(1), 72-81. http://download.garuda.kemdikbud.go.id/article.php?article=1812272&val=10380&title=Plan%20do%20check%20action%20PDCA%20method%20literature%20review%20and%20research%20issues
Klar, H. W., Huggins, K. S., & Buskey, F. C. (2020). Developing rural school leaders through distributed coaching: A design-based research approach. Journal of Research in Rural Education, 36(3), 1–21. https://doi.org/10.1080/15700763.2019.1585553
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Cambridge Books.
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4), 279–299. https://doi.org/10.1177/0888406410371643
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Mariscal, L. L., Albarracin, M. R., Mobo, F. D., & Cutillas, A. L. (2023). Pedagogical Competence Towards Technology-driven Instruction on Basic Education. International Journal of Multidisciplinary: Applied Business and Education Research, 4(5), 1567-1580. https://doi.org/10.11594/ijmaber.04.05.18
Marshall, K. (2005). It's time to rethink teacher supervision and evaluation. Phi Delta Kappan, 86(10), 727–735. https://doi.org/10.1177/003172170508601004
Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Mette, I. M., Range, B. G., Anderson, J., Hvidston, D. J., & Nieuwenhuizen, L. (2015). Teachers' perceptions of teacher supervision and evaluation: A reflection of school improvement practices in the age of reform. Education Leadership Review, 16(1), 16–30. https://eric.ed.gov/?id=EJ1105545
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Ministry of National Education of the Republic of Indonesia. (2007). Regulation of the Minister of National Education Number 16 of 2007 concerning academic qualification standards and teacher competence. Ministry of National Education.
Netolicky, D. M. (2016). Rethinking professional learning for teachers and school leaders. Journal of Professional Capital and Community, 1(4), 270–285. https://doi.org/10.1108/JPCC-04-2016-0012
Noble, H., & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence-Based Nursing, 18(2), 34–35. https://doi.org/10.1136/eb-2015-102054
OECD. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
Ojanen, S. (1993). Reflection, self-assessment and development in teacher education. University of Helsinki.
Otara, A., Uworwabayeho, A., Nzabalirwa, W., & Kayisenga, B. (2019). From ambition to practice: An analysis of teachers’ attitude toward learner-centered pedagogy in public primary schools in Rwanda. Sage Open, 9(1), 2158244018823467. https://doi.org/10.1177/2158244018823467
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Patel, P. M., & Deshpande, V. A. (2017). Application of plan-do-check-act cycle for quality and productivity improvement-A review. International Journal for Research in Applied Science & Engineering Technology (IJRASET), 5(1), 197-201. https://www.scirp.org/reference/referencespapers?referenceid=3090183
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE Publications.
Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186–196. https://doi.org/10.1037/0022-0663.94.1.186
Piaget, J. (1970). Science of education and the psychology of the child. Viking Press.
Postholm, M. B. (2012). Teachers' professional development: A theoretical review. Educational Research, 54(4), 405–429. https://doi.org/10.1080/00131881.2012.734725
Range, B. G., Duncan, H. E., Scherz, S. D., & Haines, C. A. (2015). School leaders' perceptions about incompetent teachers: Implications for supervision and evaluation. NASSP Bulletin, 99(2), 84–106. https://doi.org/10.1177/0192636512459554
Rarieya, J. F. A. (2005). Reflective dialogue: What's in it for teachers? A Pakistan case. Reflective Practice, 6(4), 437–453. https://doi.org/10.1080/13674580500200281
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657
Reeve, J., & Su, Y. L. (2014). Teacher motivation. In M. Gagné (Ed.), The Oxford handbook of work engagement, motivation, and self-determination theory (pp. 349–362). Oxford University Press.
Renz, S. M., Carrington, J. M., & Badger, T. A. (2018). Two strategies for qualitative content analysis: An intramethod approach to triangulation. Qualitative Health Research, 28(5), 824–831. https://doi.org/10.1177/1049732317753586
Ryan, R. M., & Brown, K. W. (2005). Legislating competence: High-stakes testing policies and their relations with psychological theories and research. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 354–372). Guilford Press.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Ryan, R. M., & Weinstein, N. (2009). Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory and Research in Education, 7(2), 224–233. https://doi.org/10.1177/1477878509104327
Sagala, S. (2009). Konsep dan makna pembelajaran [Concepts and meanings of learning]. Alfabeta.
Samuel, S., & Farrer, H. (2025). Integrating the PDCA Cycle for Continuous Improvement and Academic Quality Enhancement in Higher Education. Journal of Comparative and International Higher Education, 17(2), 115-124. https://digitalcommons.lib.uconn.edu/cgi/viewcontent.cgi?article=1594&context=jcihe
Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Sergiovanni, T. J., & Starratt, R. J. (1998). Supervision: A redefinition (6th ed.). McGraw-Hill.
Sirait, L. (2021). Peningkatan Kompetensi Pedagogik Guru Melalui Pelaksanaan Supervisi Akademik: Dengan Teknik Observasi Kelas Di SMAN 2 Siborongborong. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 6(1), 63-74. https://doi.org/10.47200/jnajpm.v6i1.691
Starman, A. B. (2013). The case study as a type of qualitative research. Journal of Contemporary Educational Studies/Sodobna Pedagogika, 64(1). https://www.sodobna-pedagogika.net/en/articles/01-2013_the-case-study-as-a-type-of-qualitative-research/
Suchyadi, Y., Mirawati, M., Anjaswuri, F., & Destiana, D. (2022). Supervisi akademik dalam meningkatkan kompetensi guru sekolah dasar. Jurnal Manajemen Pendidikan, 10(1), 067-074. https://doi.org/10.33751/jmp.v10i1.6155
Tracy, S. J. (2010). Qualitative quality: Eight "big-tent" criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121
Wahyudi. (2012). Manajemen pembelajaran berbasis kompetensi [Competency-based learning management]. Bumi Aksara.
Whitmore, J. (2017). Coaching for performance: The principles and practice of coaching and leadership (5th ed.). Nicholas Brealey Publishing.
World Bank. (2015). Spending more or spending better: Improving education financing in Indonesia. World Bank.
World Bank. (2018). World development report 2018: Learning to realize education's promise. World Bank. https://doi.org/10.1596/978-1-4648-1096-1
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE Publications.
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Erwin Kustamaji, Nana Herdiana Abdurrahman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
