Exploring Supervisory Models for Enhancing Teacher Performance in Elementary Schools

Abstrak

This study explored the supervisory models used by school principals to enhance teacher performance at elementary schools in Kecamatan Padang Tiji. The research identified two primary models—academic supervision and clinical supervision—highlighting their effectiveness in fostering teacher competencies, professionalism, and instructional quality. Academic supervision emphasized collaborative interaction, continuous reflection, and support, while clinical supervision focused on direct observation and precise feedback. Despite their effectiveness, these supervisory models faced challenges such as time constraints and teacher resistance. Recommendations include structured professional development, clear communication, dedicated supervision scheduling, systematic follow-up, and fostering collaborative environments. Future research should expand geographically, include diverse stakeholder perspectives, conduct longitudinal analyses, and compare practices across educational levels to further validate and refine supervisory models.