HEADMASTER ACADEMIC SUPERVISION MANAGEMENTIN IMPROVING THE COMPETENCE OF PRIMARY SCHOOL TEACHERS THROUGH SUSTAINABLE PROFESSIONAL DEVELOPMENT

Abstract

The background to this dissertation is that school principals have a very important role in influencing the school system. Operationally, the school principal is the person at the forefront of coordinating efforts to improve quality learning. This research is motivated by the phenomenon of the emergence of a gap between demands for improving school quality and the competence of school principals, namely 65.64% has not met the optimal standards of competency required. Principal supervision competency is an activity carried out by the principal professionally in order to help teachers and education staff to improve the effectiveness and quality of education and learning implementation. Continuous professional development can help teachers in developing their careers as teachers. The purpose of this research is to analyze: 1) Planning, 2) Organizing, 3) Implementation, 4) Assessment, 5) Problems and Solutions. The management theory taken is from George Terry's theory, the research method uses a qualitative approach with a phenomenological study method, data collection techniques are interviews, observation, documentation. The results of this research: 1) the reality is that planning has been running but has not been maximized and has not had an effect on increasing teacher competency, 2) implementation has only met technical instructions 65% of the time, 3) supervision has not been consistently implemented, 4) programs and continuous professional development still need to involve experts and professional teachers. In conclusion, this research has been carried out but the implementation has not fully referred to supervision guidelines and used correct management principles, has not been systematic and is not sustainable and the results have not shown optimal efforts to increase teacher competency significantly. Planning, organizing, implementing and assessing activities have not been able to increase competence significantly and still need further improvement, the progress of this supervision has not been properly evaluated, ultimately the principal does not know more about the program's achievements and what needs to be followed up.