Improving the Performance of Teachers at State Elementary School 05 North Indralaya through Academic Supervision and Continuous Professional Development
Kata Kunci:
Academic Supervision; Continuous Professional Development; Teacher Performance; Primary School; Professional Learning.Abstrak
Teacher performance is essential to improving educational quality and requires continuous support through academic supervision and continuous professional development (CPD). This study explored the planning, implementation, evaluation, and challenges of teacher performance improvement through academic supervision and CPD at SD Negeri 05 Indralaya Utara, Indonesia. A qualitative case study design was employed, involving a school supervisor, principal, teachers, school committee members, administrative staff, and students selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis and analyzed using the interactive model of data reduction, data display, and conclusion drawing, with source and method triangulation ensuring trustworthiness. The findings indicate that teacher performance improvement was achieved through systematic planning, collaborative academic supervision, and continuous professional development activities, including lesson study, peer observation, and professional learning communities. Evaluation showed improvements in instructional practices and student engagement. However, implementation was constrained by teachers' psychological resistance, heavy workloads, digital competency gaps, limited resources, and infrequent supervisory visits. The study concludes that integrating academic supervision with continuous professional development effectively enhances teacher performance when supported by collaborative leadership, stakeholder participation, and continuous evaluation.
Unduhan
Referensi
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