The research highlights that academic supervision is most effective when it goes beyond administrative evaluation and becomes a structured process of mentoring, feedback, and reflection. In school systems facing teacher shortages, curriculum reforms, and rising burnout rates among new educators, these insights offer practical guidance for strengthening the teaching profession from the ground up.
Why Professional
Identity Matters for New Teachers
Around
the world, early-career teachers face intense pressure. They must translate
academic training into practice, manage classrooms, adapt to curriculum
changes, and meet institutional expectations, often with limited support.
International data show that the first three years of teaching are the most
vulnerable period for burnout and attrition.
In
Indonesia, these challenges are amplified by rapid curriculum changes,
increased demands for technology integration, and uneven school resources.
Professional identity—how teachers see themselves as educators,
decision-makers, and role models—has emerged as a key factor in whether
teachers remain committed to the profession.
Academic supervision is widely used to monitor teaching quality, but its deeper influence on professional identity has received less attention. Bakri’s research addresses this gap by examining how supervision shapes novice teachers’ values, confidence, and long-term orientation toward teaching
How the
Study Was Carried Out
The
research used a qualitative case study approach in three senior high schools in
South Tangerang City, an area experiencing rapid educational growth and high
teacher mobility. Data were collected from 12 participants: six novice teachers
with less than three years of experience, three school principals, and three
academic supervisors.
Information
came from in-depth interviews, classroom observations, and analysis of
supervision documents such as feedback notes, reflection records, and lesson
plans. The data were analyzed through thematic coding to identify recurring
patterns in how supervision influenced teachers’ professional development and
identity formation.
This approach allowed the study to capture real classroom experiences and the perspectives of teachers and school leaders involved directly in the supervision process.
Key
Findings: How Supervision Shapes Professional Identity
The study
identified four main ways academic supervision strengthens the professional
identity of early-career teachers.
Constructive
feedback builds confidence Teachers reported that detailed, non-judgmental feedback based on
classroom observations helped them understand their strengths and areas for
improvement. This feedback increased self-awareness and teaching confidence,
making teachers feel more secure in their professional role.
Personal
mentoring supports adaptation One-on-one mentoring relationships between
supervisors and novice teachers helped new educators feel supported rather than
evaluated. Teachers described mentoring as a source of emotional reassurance
and professional guidance, helping them adapt more quickly to school culture
and expectations.
Post-observation
reflection encourages growth Structured reflection sessions after classroom
observations allowed teachers to analyze their teaching practices and plan
improvements. Over time, teachers moved from simple descriptions of lessons to
deeper, critical reflection, a key marker of professional maturity.
Support
in lesson planning strengthens identity as professionals Supervisors who guided teachers
in developing curriculum-aligned lesson plans and teaching tools helped novice
teachers see themselves as planners and innovators. This support increased
teachers’ sense of responsibility and ownership over their work.
Across all four areas, the study found that supervision worked best in schools with a supportive culture and supervisors who were trained to coach rather than control.
Implications
for Schools and Policymakers
The
findings have clear implications for education systems seeking to improve
teacher quality and retention.
For
schools, the research suggests that supervision should be designed as a
collaborative process. Supervisors need time, training, and institutional backing
to provide meaningful feedback and mentoring. Schools that foster open dialogue
and trust enable novice teachers to grow faster and more confidently.
For
policymakers, the study highlights the need to rethink supervision frameworks.
When supervision focuses only on compliance and reporting, it risks
discouraging new teachers. When it emphasizes reflection, mentoring, and
professional identity, it becomes a tool for long-term capacity building.
The
research also reinforces the idea that teacher development is not only about
skills, but about identity. Teachers who see themselves as competent
professionals are more resilient, motivated, and committed to continuous
improvement.
As Bakri of STKIP Darul Qalam Tangerang explains in ethical paraphrase, academic supervision is most powerful when it helps teachers understand who they are becoming as educators, not just how they perform in a single lesson.
Author
Profile
Bakri is a lecturer at STKIP Darul Qalam Tangerang, Indonesia. His academic expertise includes teacher professional development, academic supervision, and professional identity formation among early-career teachers. His research focuses on reflective and collaborative supervision models in secondary education.
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