Advances in Social Science, Education and Humanities Research, volume 443 International Conference on Science and Education and Technology (ISET 2019)

Implementation of Managerial Supervision by School Supervisor in Kendal

Achmad Slamet Utomo Unniversitas Negeri Titi Prihatin Dinas Pendidikan dan Kebudayaan [email protected] Unniversitas Negeri Semarang Provinsi Jawa Tengah [email protected] [email protected] Tri Joko Raharjo Unniversitas Negeri Semarang [email protected]

realized and figured out by other people. The Abstract---Managerial supervision plays an important role to improve managerial ability of principals. existence of supervisor will facilitate to figure out However, the implementation still have many those weaknesses and help them to overcome such hindrances. This research aims to analyze managerial flaws. supervision model implementation in Kendal regency. Supervision in education is very important to This qualitative research used comprehensive improve education quality. Several researches interview, observation, and document study as showed managerial supervision influenced teachers’ techniques of collecting data. The data validity was performances [7], [8]. When it is on managerial triangulated in terms of sources and the methods. The supervision, supervisor has many roles. It covers as: data was analyzed qualitatively. This research 1) collaborator and negotiator in planning process, 2) concluded that managerial supervision was done through: planning, implementing, evaluating, following coordinator in developing school, 3) assessor in up, and reporting. The planning stage had not be based identifying weakness and analyzing school’s on need analysis. The supervision used various potency, 4) being information center of school approaches and was frequently done out of the plan. quality development, and 5) as an evaluator on The result of supervision was then analyzed but the interpreting supervising results [9]. All of them lead follow up was not instead. Supervision report was to school quality improvement within management useful for the supervisors but it was not used properly aspect [9]. School management quality improvement to take decision. This research recommended blended influenced on achievement of graduate standard managerial supervision by utilizing information competences on cognitive, behavioral, and skill technology. aspects of students [10]. Keywords: implementation, managerial supervision, However, its implementation still have blended hindrances, such as time limitation [11[12][13], distance and geographical conditions [14][13], work I. INTRODUCTION load, and low quality [15]. Kendal was selected as research site since it did not have hindrances in Supervision is a serving activity to help managerial supervision implementation. However, teachers working better [1][2]. It is as realization of influences of the supervision on students’ supervision seems to be irrelevant. It should be achievements had not been figured out. Kendal has collective vision about something to gain, to learn, 34 SHS with 4 supervisors. It means each of them and to develop by supervisors, principals, and supervising 8 or 9 schools. When it is seen from teachers. [3]. The purpose of supervision is to distance and geographical condition, the schools in improve pedagogical skill of teachers with purpose Kendal are still in range and reachable. However, in to improve student quality [4]. It is strengthened by 2019 national exam, Kendal was in 21st rank from 35 findings on schools which conclude learning regencies in [16]. This condition achievement of students taught by skillful teachers is motivated researcher to investigate its supervision better than those taught by less skilled teachers [4]. implementation. This research aims to analyze Supervision is done by both principals and managerial supervision implementation model by school supervisors. Principals promote the the advisors. This research is expected to supervising result to their teachers and educational theoretically create synthesis to develop theory workers in their school environment [5]. School dealing with managerial supervision. Practically, it is supervisor conducts managerial and academic expected to contribute for the advisors, by giving supervision toward principals, teachers, and strength and weakness information of the educational workers in schools. [6]. To achieve supervision implementation. qualified outcome, teachers and principals need supervisor’s existence. Teachers and principal in a school, during conducting their tasks, could not be separated from weaknesses which sometimes are not

Copyright © 2020 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 652 Advances in Social Science, Education and Humanities Research, volume 443

II. METHOD supervising activities to real field condition when in conducting their tasks, the supervisors always This qualitative research took all SHS promoted reflective practice [17]. Through this supervisors as the subject, consisting of 4 approach, it would create appropriate changes to real participants. Data collection was done through needs [17] comprehensive interview, observation, document 2. Managerial Supervision Plan study and questionnaire for principals. Interview was Based on the interview, process of arranging focused on gaining more information from the the supervising plan was based on: 1) analyzing informants dealing with performance components: results of previous supervision analysis, (2) planning, implementing, following up, and reporting arranging priority scale, 3) arranging activity managerial supervision by the supervisors. schedule, and 4) arranging instruments. In analyzing These questions were used to collect results of previous supervision, the supervisors information: 1) what activity is done in managerial reviewed the previous reports and compared the supervision? 2) How did the supervisors plan targets to achieve and realization of target managerial supervision? 3) What were the achievements. When the data is not relevant to consideration of the supervisors in determining current condition, then further plan is designed based materials of managerial supervisions? 4) How is the on the needs. role of supervisor association in arranging planning 3. Determining Managerial Supervision Material process of the supervision? 5) How did the To determine the material is an important supervisors conduct managerial supervision? 6) How step in determining successive supervision. The are principals’ responses toward managerial supervisors in determining materials used previous supervision? 7) How is the result of managerial report analysis result. This method had weaknesses supervision? 8) Is there any hindrance? 9) How was since by the changing time, the data would be the utilization of information and communication different. Thus, there were differences between the technology in the supervision? 10) How did the data and the reality. When the material was supervisors report their managerial supervision? 11) composed based on previous report analysis result, it How are the responses of officials? would cause irrelevant selected materials. Data validation was done by source 4. Role of Supervisor Association triangulation through confirming the data from The supervisors are associated in different sources and methods. The data was School Supervisor Association (APSI) which is a analyzed descriptively to describe completely whole supervision profession organization. Its management managerial supervision process. is located in every city and province. Besides that, it is also formed discussion forum of school III. RESULTS AND DISCUSSION supervisors to coordinate daily tasks of the Based on the data collection and analysis, it supervisors. The supervisors discuss to share can be described that: knowledge and current faced problems. In the 1. Managerial Supervision Activity forum, supervision plan and report are composed Managerial supervision bySenior High together. School (SHS) Supervisors in Kendal consisted of 5. Implementation of Managerial Supervision four activities: monitoring, guiding, performance The implementation of the supervision was a assessing, and professional training for both realization of supervision plan which was arranged. principals and educational workers. It was revealed Based on the interview with the supervisors, it was in interview and observation to supervision program gained information that the implementation varied. document made by advisors. On chapter IV of the The varieties in implementing supervision were document, it consists of supervising activities such realized into the approach and implemented as: (1) monitoring 8 national education standards, (2) techniques. The approach used by the SHS guiding principals and teachers, (3) assessing supervisors was dominated by collaborative principals and teachers’ performances, and (4) approach. Meanwhile directive approach was used in guiding and professional training for both principals certain times. and teachers. Monitoring could be only conducted The used supervision techniques were on four national education standards: educator and individual and collective techniques. From interview educational worker standard, facility and with all informants, all of them stated the infrastructure standard, management standard, and supervision was dominated by individual technique. financial standard. Guiding had purpose to improve The supervisors directly came face to face with the managerial competences of principals. Performance principals. They discussed whether the assessment was done to measure performance implementation of managerial tasks were in line achievement of principals. Professional guidance with agreement. Sometimes, the supervisors checked and training were done to improve performance of evidence of principals’ performances by using the principals. The activities seemed to be routine and agreed instruments. The result of instrument formalistic. The supervisors should be able to adjust assessment was a score describing managerial

653 Advances in Social Science, Education and Humanities Research, volume 443

performance of the principals before being 9. Information and Communication Technology supervised. Utilization in Managerial Supervision Any findings were discussed with the Based on the interview and observation, it principals to reveal problems from principals’ was gained data that both SHS Supervisors in perspectives. In the discussion, the supervisors Kendal had communication device such as motivated the principals to find weaknesses to fix smartphone with internet connection. All supervisors and strength points to maintain. Based on the had utilized social media such as WhatsApp, observation of the supervision, it was known that by Instagram, and Twitter. However, the media were giving guiding questions to the principals, the not optimized to support their managerial principals could reveal and find the problems by supervision task implementation. themselves. The supervisors motivated them to seek 10. Managerial Supervision Report solution by formulating action plan. In this Managerial supervision report is composed in supervision implementation, intimate situation the end of year. It covers all activity aspects. Based between the supervisors and the principals were built on interview and observation, it was gained data that well. The principals did not seem clumsy to reveal all supervisors arranged their reports. It covered facts needed by the supervisors. monitoring, guiding, performance assessing, Based on the data, it is in line with professional training reports. However, there was no Segiovanni who stated that condition on fields are specific report about managerial supervision result. always dynamics and influenced by many factors. There was only integrated report which consisted all Thus, rigid steps of supervision become irrelevant to managerial and academic supervision activities. The actual condition. Thus, Sergiovanni stated that in report was composed in six chapters and implementation of supervision should be done by complemented by attachment in the form of using reflective practice [17]. The selection of instruments, consisting of photographs of the appropriate supervision techniques influences activities. Each supervisor prepared saved – written performance [18] report by each one of them after signed. There had 6. Responses of the Principals to Managerial not been any report consisting of all supervision Supervision result compilation in an area. The responses of the principals were: 1) the 11. Responses of Officials to Managerial principals realized the benefits of supervision and Supervision Responses were facilitated, 2) communication frequency of the Based on interview and observation analysis supervisors and the principals were still considered results, the supervision report was not followed up insufficient. Intensive communication dealing with by decision-makers. It was only used as managerial tasks of principals were still limited on consideration matter in deciding since it was face to face activities and seldom to use information incomplete and not delivered at the appropriate time. and communication technology. 7. Results of Managerial Supervision IV. CONCLUSION The supervision results were writing on instruments with quantitative scores for each It is concluded that: (1) managerial principal. From the analysis of supervisor’s supervision done by SHS Supervisors in Kendal document report, it was gained incomplete data of covered monitoring, guiding, performance assessing, managerial supervision for all tasks of the principals. professional guiding and training activities; (2) The supervisor had not reported completely the planning and determining the supervision materials results of the supervision which provided full had not been based on need analysis of the description of managerial implementation of principals; (3) association of the principals and principals. Notes of the weakness of the principals Discussion Forum of School Supervisors facilitated were presented qualitatively but not in detail. their monitoring jobs; (4) the implemented approach 8. Managerial Supervision Hindrances during supervising was adjusted based on faced The implementation of supervision did not situation and condition; (5) managerial supervision always go smoothly since there were hindrances. was needed by the principals but the frequency was Based on the interview, the problems dealing with still low; (6) hindrances of the supervision were low the supervision came from both the supervisors and mastery of the supervisors on managerial principals. Problems dealing with the supervisors supervision materials and existences of unfollowed were low mastery of the supervisor on managerial up recommendation given by the supervisors; (7) the supervision substances. Furthermore, there was also implementation of managerial supervision had not another task causing supervising schedules optimized information and communication frequently delayed or changed. The problems technology; and (8) incomplete supervision report dealing with principals were irresponsive principals and being not delivered in time so it was only useful toward managerial supervision. They also did not for the supervisors but not for the decision makers. follow up guidance given by the supervisors. Based on the conclusions, it is suggested to implement mix model during managerial supervision

654 Advances in Social Science, Education and Humanities Research, volume 443

between face – to – face supervision and supervision [9] D. J. P. dan T. Kependidikan, Bahan Belajar which uses information and communication Mandiri Musyawarah Kerja Pengawas technology. Sekolah. Jakarta: Drektorat Jenderal Peningkatan Mutu Pendidik dan T, 2009. Acknowledgments. I am grateful to the SHS supervisors in Kendal Regency who have agreed to [10] D. D. K. P. dan Kebudayaan, “Indikator be informants in this research. My highest Mutu dalam Penjaminan Mutu Pendidikan appreciation to the management of the Kendal Dasar dan Menengah.” 2017. Regency Indonesian Supervisory Association who [11] Hasan Basri Memduhoglu, “The Issue of supported the writer during the study . Education Supervision in Turkey in the Views of Teacher, Administrators, REFERENCES Supervisors and Lecturers,” Educ. Sci. [1] K. Wiles, Supervision For Better Schools. Theory Pract., vol. 12, pp. 149–156, 2012. Prentice- Hall, 1983. [12] U. R. Dalawi, Amrazi Zakso, “Pelaksanaan [2] Meilani, “The Development of Supervision Supervisi Akademik Pengawas Sekolah Model of Competency Based Teacher to Sebagai Upaya Peningkatan Profesionalisme Mathematics Teacher,” J. Educ. Dev., vol. 1, guru SMP Negeri Kabupaten Bengkayang,” no. 2, pp. 83–90, 2013. -, vol., no. 3, pp. 1–16. [3] C. D. Glickman, S. P. Gordon, and J. M. R. [13] Slameto, “Supervisi Pendidikan Oleh Gordon, The Basic Guide to Supervision and Pengawas Sekolah,” Kelola, vol. 3, no. 2, Instructional Leadership. 2013. pp. 11–13, 2016. [4] D. L. Robert J.Marzano, Toni Frontier, [14] N. Setyowati, “Kinerja Pengawas Dalam Efektif Supervision Supporting The Art and Pelaksnaan Supervisi Pada Peningkatan Science of Teaching. Alexandria-Virginia: Mutu Pendidikan Agama Islam Tingkat ASCD, 2011. Sekolah Menengah Pertama Negeri di Kabupaten Sukoharjo,” Institut Agama [5] Kemendikbud RI, “Peraturan Menteri Islam Negeri , 2016. Pendidikan Dan Kebudayaan Republik Indonesia Nomor 6 Tahun 2018 Tentang [15] T. P. Surya Jaya, Samsudi, “Supervisi Penugasan Guru Sebagai Kepala Sekolah,” Akademik Kolaborasi Untuk Meningkatkan 2018. Kompetensi Profesional guru Produktif Sekolah Menengah Kejuruan,” vol. 4, no. 2, [6] Depdiknas, “Peraturan Menteri Negara pp. 158–167, 2015. Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 21 tahun 2010 [16] P. P. P. Kemdikbud, “Laporan Ujian Tentang Jabatan Fungsional Pengawas dan Nasional Tahun 2019,” vol. 2019. Angka Kreditnya,” vol. 1. Depdiknas, [17] T. J. Sergiovanni and T. Unitversity, Jakarta, 2010. “Lanscapes, Mindscapes, and Reflective [7] M. Selamet, “Pengaruh Kompetensi Practices in Supervision,” no. 1, 1985. Supervisi Manajerial dan Supervisi [18] N. Chidi and A. A. Victor, “Principals’ Akademik Pengawas Sekolah Terhadap Supervisory Techniques as Correlates of Kinerja Guru,” J. Ilm. Mhs. Pascasarj. Adm. Teachers’ Job Performance in Secondary Pendidik., 2014. Schools in Ebonyi State, Nigeria,” Int. J. [8] B. B. W. Dhiyana Nur Auliya Sari, Ibrahim Soc. Stud., vol. 3, no. September, pp. 13–22, Bafadal, “Pelaksanaan Supervisi Manajerial 2017. Dalam Rangka Implementasi Manajemen Berbasis Sekolah,” J. Adm. dan Manaj. Pendidik., vol. 1, pp. 213–221, 2018.

655