A COLLABORATIVE APPROACH TO THE PRINCIPAL'S ACADEMIC SUPERVISION IN IMPROVING THE PEDAGOGICAL COMPETENCE OF PRIMARY SCHOOL TEACHERS

Abstract

Efforts to improve the quality of education are a problem that will never be resolved. The development of science and technology (IPTEK) should be linearly proportional to the teacher's pedagogical ability as an educator. The slow response to developments in science and technology means that the learning process has not been able to produce graduates as expected. For this reason, school principals need to make efforts to routinely carry out academic supervision to improve teacher pedagogical competence and the quality of learning. This research aims to find out how the principal's collaborative supervision approach improves teacher pedagogical competence at SDN Bojongsoang 2, Bandung Regency. This research uses a qualitative descriptive method with a case study approach. Data collection techniques used were observation, interviews, documentation studies, and literature studies. Analysis is carried out by collecting data, classifying, reducing, and drawing conclusions. The results of this research are: that school principals with a collaborative approach in carrying out academic supervision succeeded in increasing teachers' pedagogical competence. This approach positions the principal and teachers as partners in addressing the problem of increasing teacher pedagogical competence. The steps in academic supervision start with planning, implementation, evaluation, and follow-up can increase teacher pedagogical competence, with indicators of increasing teacher pedagogical competence from the results of the principal's academic supervision, namely: teachers are better able to prepare learning planning designs, carry out the learning process according to plan, use a variety of learning resources, participate in various activities that can increase professionalism, and carry out communication and collaboration to improve the quality of education.