The researchers found that while academic supervision formally exists at SMKN 2 Tanjung, its implementation remains largely administrative. As a result, opportunities to improve instructional quality and teacher competence are being missed.
Why Academic Supervision Matters
Academic
supervision plays a critical role in this process by providing guidance,
feedback, and professional support. Effective supervision helps ensure that
classroom practices remain relevant, practical, and responsive to labor market
demands. Instead of serving as professional mentoring, it often focuses on
paperwork and formal reporting.
How the
Study Was Conducted
The researchers used a descriptive qualitative approach to capture a detailed picture of academic supervision practices at SMKN 2 Tanjung. Data were collected through:
- In-depth interviews
- Direct observation
- Review of supervision-related documents
The study
involved 12 participants, including the vice principal, heads of
vocational programs, and teachers. This approach allowed the researchers to
examine not only official procedures but also how supervision is experienced by
educators in their daily work.
Key
Findings: Supervision Exists, Impact Is Limited
The study
identified a significant gap between the expected standards of academic
supervision and its actual implementation. Several key findings stand out:
Weak
planning Supervision activities were not supported by clear written plans. There was no
structured schedule, no clearly communicated objectives, and no standardized
supervision instruments. Many teachers were unaware of when supervision would
occur or what aspects of teaching would be assessed.
Focus on documents rather than teaching practice Supervision largely consisted of checking lesson plans and teaching documents.
Classroom observations were infrequent, brief, and limited to a small number of
teachers. This prevented supervisors from gaining a comprehensive understanding
of real classroom dynamics.
Minimal evaluation and feedback Formal evaluations were rarely conducted in depth. Teachers received limited
feedback, often in the form of brief comments without detailed discussion of
strengths, weaknesses, or areas for improvement. Supervision results were also
poorly documented.
No
structured follow-up The most critical weakness was the absence of follow-up actions. The study
found no evidence of coaching programs, professional development activities, or
targeted training linked to supervision outcomes. Once supervision ended, the
process stopped.
Taken
together, these findings indicate that academic supervision at SMKN 2 Tanjung
has not yet functioned as a continuous professional development process.
Implications
for Vocational Education
The findings carry important implications for multiple stakeholders:
- For teachers, limited feedback and mentoring reduce opportunities for professional growth.
- For schools, ineffective supervision undermines efforts to improve learning quality and graduate competence.
- For policymakers, the results signal the need to strengthen supervision systems, including supervisor training, monitoring mechanisms, and accountability structures.
Improving
academic supervision could directly contribute to better teaching practices,
stronger vocational competencies, and improved student readiness for
employment.
Author
Profiles
Bainah,
S.Pd., M.Pd. Lecturer at STIA Bina Banua Banjarmasin. Expertise in educational management
and academic supervision.
Nuril
Mawaddah, M.Pd. Lecturer at STIA Bina Banua Banjarmasin. Specializes in academic supervision,
teacher professionalism, and education quality assurance.
Bakhtiar,
M.Pd. Lecturer at STIA Bina Banua Banjarmasin. Focuses on educational leadership and
vocational education management.
Source
URL: https://srhformosapublisher.org/index.php/fjas
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