Principal Supervision in Improving Teachers’ Professional Competence: A Systematic Review of the Literature
DOI:
https://doi.org/10.59175/pijed.v4i2.566Keywords:
Primary Education, Principal Academic Supervision, Systematic Review, Teacher CompetenceAbstract
This study aims to examine and analyze the implementation of principal supervision in enhancing teachers’ professional competence in schools. Using a literature review approach, this article explores various theories and research findings that highlight how the role of the principal as an educational supervisor can influence the development of teacher professionalism. This study used a systematic literature review method with the PRISMA protocol to analyze 15 selected articles. The results of the study indicate that structured and continuous supervision can improve pedagogical abilities, subject matter mastery, and teacher commitment to the learning process. Principals hold a strategic responsibility in creating an academically conducive environment through clinical, collaborative, and reflective supervision approaches. The main challenges in implementing supervision include time constraints, administrative burdens, and the principal’s competence in supervision practices. Therefore, there is a need for strengthened policies and ongoing training for principals to effectively and professionally carry out their supervisory roles. This article provides important implications for strengthening educational management and improving the quality of learning in schools.
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