The Role of School’s Principal and Peer Observation in Improving the Professional Quality of Teachers
DOI:
https://doi.org/10.59175/pijed.v3i2.265Keywords:
Peer Observations, Principal Observations, Teacher’s Professional QualitiesAbstract
This research aims to investigate the role of observation by school principals and colleagues in improving the professional quality of teachers in the education environment.This research examines the role of principal and peer observations in improving the professional quality of teachers using the review article writing method.Research conducted by researchers at SD N 163 Palembang shows that observations by the principal and colleagues contribute to improving the professional quality of teachers. Observation is the same as supervision, only the name has changed in the Independent Curriculum. Observations or direct observations from other people to provide feedback can be carried out by the Principal and colleagues so that the professional quality of teachers can be improved. The principal acts as a leader and director in the teacher evaluation and self-development process, while colleagues provide social support and constructive feedback. This research makes a new contribution by exploring the role of observation by school principals and colleagues in an integrated manner in the context of increasing teacher professionalism. This approach highlights the importance of collaboration and support between school members in teacher professional development. Important implications for educational management practice, emphasizing the need to develop observation systems that are oriented towards continuous learning and holistically increasing teacher professionalism.
References
Azmi, U. (2022). The Role of the Principal as Supervisor in Developing Teachers’ Professional Competence. Jurnal Manajemen Pendidikan Islam (JMPI), 07(3), 39.
Faturrohmah, N. R. dan N. (2023). Principal Strategy and Teacher Performance (Study on the Implementation of Principal Strategy in Improving Teacher Performance). Jurnal Manajemen Pendidikan Islam, 7(2), 39–53.
Fitria, N. L. K., & Sutiah, S. (2024). Concept Analysis and Implementation of Teacher Performance Assessment (PKG) in Improving MI Teacher Achievement in Merakurak District. Journal of Education Research, 5(1), 116–121. https://www.jer.or.id/index.php/jer/article/view/792
Hadinata, R., Franata, S., & Abdul Gani, A. (2024). Teacher’s Performance Assessment Management to Improve Teacher Competence at SMP Muhammadiyah 48 Medan. Jurnal Ilmiah Multidisipline, 1(12), 2024. https://doi.org/10.5281/zenodo.10472452
Karo, J. T. K., & Simare-Mare, A. (2023). The Influence of Performance Assessment on Teachers’ Work Spirit at SMK PBD Medan. Jurnal Pendidikan Tambusai, 7(3), 23949–23958.
Kusmanto, Hidayatullah, M., Suryani, & Rindaningsih, I. (2023). The Role of Principal Leadership in the Implementation of the Independent Curriculum in Junior High Schools. Jurnal Cendekiawan Ilmiah Pendidikan Luar Sekolah, 7(2), 173–181. https://core.ac.uk/download/pdf/322573939.pdf
Madyan, M., Mahdayeni, M., Maryam, M., & Anwar, K. (2022). Improving the quality of teachers through assessing the teacher’s performance. Jurnal Konseling Dan Pendidikan, 10(3), 415. https://doi.org/10.29210/184200
Mardhiyah, M., Zuanda, S., & Mudasir, M. (2024). The Role of Curriculum Implementation Supervision in Improving the Quality of Education. Jurnal Pendidikan Tambusai, 13(2), 2119–2130. https://jptam.org/index.php/jptam/article/view/13045
Muhajirah, B., Rahman, D., & Nursita, L. (2023). Problems in the Implementation of Educational Supervision. Nazzama: Journal of Management Education, 3(1), 84–96.
Nofitasari, D., Maitari, W. S., Islam, U. (2024). Socialization and supervision of education. 2(6).
Parpucu, H., & Al-Mabuk, R. (2023). The Role of Feedback in Teacher Professional Development. EIKI Journal of Effective Teaching Methods, 1(4). https://doi.org/10.59652/jetm.v1i4.77
Penengahan, D. I. S. (2023). Improving the Quality of Learning. 02(03), 50–60.
Rifki Solana, M., & Mustika, D. (2023). The Role of the Principal as a Leader in Education. Murhum: Jurnal Pendidikan Anak Usia Dini, 4(1), 406–418. https://doi.org/10.37985/murhum.v4i1.231
Rohmawati, O., Poniah, & Adiyono. (2023). Implementation of Educational Supervision as a Means of Improving Teacher Performance in Teaching and Learning Activities. Jurnal Pendidikan Dan Keguruan, 1(3), 108–199.
Sinatra, R. (2023). Improving Dance Arts Learning Through Peer Supervision Approach with Demonstration Method. Al-Marsus: Jurnal Manajemen Pendidikan Islam, 1(1), 54. https://doi.org/10.30983/al-marsus.v1i1.6591
St. Maemunah, Ahmad Hakim, S. (2023). Principal’s Strategy in Developing Teacher Professional Competence to Improve the Quality of Education. Indonesian Journal of Learning Education and Counseling, 6(1), 28–33. https://jurnal.peneliti.net/index.php/JIWP/article/download/3786/2741
Suciati, A. R., & Inayati, N. L. (2024). Implementation of Principal’s Academic Supervision in Improving the Quality of Teacher Performance at Muhammadiyah Cawas Vocational School for the 2023/2024 Academic Year. Didaktika: Jurnal Kependidikan, 13(2), 1889–1900.
Syukron, M., Riski, D., Siregar, S., & Ratnaningsih, S. (2023). Supervision Model in Quality Assurance of Educational Institutions. Jurnal Kependidikan Islam, 13(1), 44–54. https://doi.org/0.15642/jkpi.2023.13.1.44-54
Ubogu, R. (2024). Supervision of instruction: a strategy for strengthening teacher quality in secondary school education. International Journal of Leadership in Education, 27(1), 99-116.
Yusak Burhanudin. (2005). Educational Administration. Pustaka Setia.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Erikawati Erikawati
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
