The principal’s supervision model in improving the performance of Islamic education teachers in public senior high schools in Poso Regency, Indonesia

Abstract

This study examines the principal’s supervision model in enhancing the performance of Islamic Education teachers in public senior high schools in Poso Regency. This research employed a multiple case study qualitative approach. The primary informants of this study involved the school principals, Islamic education teachers, and school supervisors. Data were collected through semi-structured interviews, participatory observations, and analysis of written materials, as well as teachers' reflections on the supervision practices they experienced. All data were analyzed thematically through stages of data reduction, data display, and conclusion drawing/verification. The validity of the findings was ensured through triangulation of sources, techniques, and participant validation. The findings reveal that the principal supervision model implemented in both schools is characterized by a collaborative, integrative, and reflective approach oriented toward professional teacher development. This model is constructed through four interdependent components: collaborative pre-supervision, involving joint planning of supervision focus and instructional objectives; integrated academic observation, encompassing pedagogical aspects, classroom management, and the internalization of values. The third component is reflective dialogue, which consists of post-observation discussions that emphasize practice analysis, constructive feedback, and shared reflection. The final component is continuous professional development, involving structured follow-up actions such as coaching, lesson study, and professional training based on identified needs. This model demonstrates a shift in supervision practices from merely evaluative functions toward participatory and sustainable professional development.

Furthermore, the study found that implementing the principal's supervision model significantly improved the pedagogical and professional competencies of Islamic Education teachers in both schools. Indicators of improvement include enhanced lesson planning, diversified instructional strategies that promote student engagement, greater integration of Islamic values into the curriculum, improved quality of authentic assessment, and strengthened teacher reflection on their instructional practices. Additionally, reflective supervision increased teachers' professional awareness and intrinsic motivation for continuous improvement. This study concludes that schools aiming to improve the performance of Islamic Education teachers should adopt and adapt the principles of the collaborative-integrative-reflective supervision model, as identified in the schools' contexts. Supervision policies should prioritize teacher capacity development through professional dialogue, sustained mentoring, data-based supervision practices, and critical reflection. The findings of this research provide theoretical implications for advancing the educational supervision literature, as well as practical implications for educational policymakers in designing holistic and sustainable teacher professional development programs.