ACADEMIC SUPERVISION PROVIDED BY PRINCIPALS TO PROMOTE TEACHERS’ PERFORMANCE AT SENIOR HIGH SCHOOL 1 SAKTI AND SENIOR HIGH SCHOOL 1 MUTIARA (FULL)
ACADEMIC SUPERVISION PROVIDED BY PRINCIPALS TO PROMOTE TEACHERS’ PERFORMANCE AT SENIOR HIGH SCHOOL 1 SAKTI
AND SENIOR HIGH SCHOOL 1 MUTIARA
Cut Yusrina,1CutZahri Harun,2Bahrun
1)Magister AdministrasiPendidikan ProgramPascasarjanaUnsyiah Banda Aceh
A principal is the top manager in an educational institution who is responsible for the implementation of academic supervision of teachers’ performance improvement through effective and continuous supervision activities. This study aimed to know: the planning of academic supervision program, the implementation of academic supervision, the techniques of academic supervision, and the follow up of the academic supervision conducted by the principals to improve the discipline, ability and responsibility of the teachers.This study employed descriptive method with qualitative approach. The techniques of data collection included observation, interview, and documentation. The subject of the study covered supervisors, principals and teachers. The results showed that; (1) the planning of the academic supervision program for the administrative requirements of the teachers had been done well by the principal; (2) during the implementation of academic supervision to improve teacher discipline, the principal had done many strong efforts. In applying teacher discipline, the principaladmonished his/her teachers directly, he also made attendance lists and controlled every class if there are teachers who come late to class and to improve discipline; (3) Techniques of academic supervision to improve teachers' commitment had been applied well by the principal and (4) there was a follow-up to overcome barriers during the implementation of academic supervision to manage the learning process.
PRELIMINARY
One of the programs that can be held to improve the quality of learning is to help educators or better known as supervision. The principal has a duty in supervision. The task of supervision is the duties of leadership in fostering subordinates or teachers to teach well. Supervision is a planned activity, which is to help teachers to teach and educate students according to scientific ethics or educational principles. This activity is always targeted for the advancement of teachers as the main pioneer in the field of education.
Based on the description, it is seen that in order to improve and improve the activities the teacher, the leader in charge of organizing and carrying out supervision activities. This task is quite important because with kepengawasan, leaders can lead and guide teachers to carry out the task or solve problems faced during the learning process.Arikunto (2012) states that, "principal supervision activities ideally every three months, not the will of school leaders". Thus, if supervision is held every 3 months then in one year of lessons ideally, the principal supervise 4 times.
RESEARCH METHODS
This study is in the form of descriptive research which explains the reality of the research subject when examined. Sugiyono (2014) stated that: "The source was obtained through observation, interview, and documentary analysis." The people studied were: Principals and teachers at SMAN 1 Sakti and SMAN 1 Mutiara. Data collection through observation, frequently asked questions, and other physical evidence (documents). Pattern data collection with qualitative descriptive.
RESULTS AND DISCUSSION
1. Planning Academic Supervision Program
Every effort to improve teacher performance through academic supervision, principal also apply quality management system including in curriculum field, covering entire process of organizing learning activity. The principal conducts guidance and guidance on curriculum and syllabus development into the learning activities of each subject. Furthermore, the principal conducts academic supervision, supervision and evaluation on the implementation of programs related to teacher performance improvement.
Teachers develop detailed curriculum content and course syllabus and incorporate into annual program, semester program, effective weeks' breakdown, lesson plans up to the determination of Minimum Exhaustiveness Criteria. The determination of KKM is seen from three criteria, namely the level of complexity of the subject concerned, the carrying capacity (facilities and infrastructure), and the students' imtaq in a class.
The accuracy in choosing and applying academic supervision is crucial to his success in fostering teachers. Principals can use a variety of styles to run their leadership. Fattah (2012) states; "The various styles or behaviors of educational leaders focus on two basic styles of task-oriented style and relationship-oriented style with subordinates.
The principal through the Deputy Head of Curriculum and Teaching makes the study roster according to the education calendar provided by the Pidie District Education Office. Roster was used as an attachment of the Decree teaching and so submitted to each teacher to be a guide in carrying out their duties and functions respectively.
2. Implementation of Academic Supervision
Each has its duties and obligations, to them are required to take responsibility for completing the task properly. The results showed that to improve the implementation of the principal teacher discipline is very firm. In an effort to improve the discipline, the principal does not show authoritarian attitudes.
The principal divides the duty to all teachers in a democratic and open manner and then appeals to all teachers to carry out the tasks that have been entrusted to them with full discipline. It is realized that the level of discipline of teachers in performing their duties is different. Some teachers feel dissatisfied if they have not done a good job, otherwise there are teachers who are in the task of completion of origin only.
The results showed that the head of SMAN 1 Sakti and SMAN 1 MutiaraPidie Regency, the leadership pattern used (shown) principal in improving teacher discipline, from the research also revealed that he often tell (telling) to the teacher in case of disciplinary violations. This alerting attempt was also made by the leadership when the deliberation.
Explanation above, explains that the head of SMAN 1 Sakti and SMAN 1 Mutiara. Have applied leadership with exemplary pattern to improve teacher performance and discipline. This is because he has a general qualification standard as principal.
3. Engineering Supervision Techniques
The results showed that in increasing teacher commitment through academic supervision, the head of SMAN 1 Sakti and SMAN 1 MutiaraKabupatenPidie tend to use situational style. This indicates that the principal has been able to apply the academic supervision effectively to increase teacher commitment.
Discipline and commitment must be demonstrated by the leadership. If a leader expects subordinate discipline, then ideally the full attention to his subordinates in the sense of need and comfort of work. By showing exemplary in discipline to the teacher means the principal has led the teacher in the formation of teacher behavior and attitudes to respect each other among teachers.
Head of SMAN 1 Sakti and SMAN 1 MutiaraKabupatenPidie have applied effective academic supervision in improving teacher performance and discipline. All the forces used to improve the discipline of teacher work show that the principal has high leadership skills. This, seen in the performance of teachers who are professional and obedient to the provisions of applicable legislation.
4. Follow-up of Academic Supervision
The principal has a preoccupied in conducting academic supervision activities. To follow up the process, the principal's task of supervising the teachers was transferred to the vice principals and senior teachers. They do academic supervision by using teacher observation sheet.
CONCLUSION
1. The planning of the academic supervision program is always well-prepared at the beginning of the year, either long-term, medium-term or short-term programs. In supervising the manager or manager never find fault with the teacher.
2. Academic supervision is also aimed to improve the discipline of teachers, so that various school activities can be completed on target and appropriate.
3. Kepengawasan techniques also targeted for teachers have a good commitment in carrying out their duties as a teacher. Leaders should be able to bring their subordinates to a better direction, through supervision.
4. Follow-up activities supervision always pursued in accordance with the constraints encountered in the field. So that any existence of the findings or constraints of teachers in carrying out the main tasks and functions are not followed up properly.
BIBLIOGRAPHY
Arikunto, S. 2012. Dasar-dasarAdministrasiPendidikan. Jakarta: BumiAksara.
Ardiansyah. 2013. www.kabar-pendidikan. blogspot. com, www.kmp-malang.com; dan www. Arminaperdana.blogspot.com,http://grosirlaptop.blogspot.com.
Hendarman. 2015. ManajemenSupervisidanKepemimpinanKepalaSekolah. Jakarta: Binacipta.
Indra,F. 2012. MengantarBagaimanaMemimpinSekolah. Jakarta: Raja GrafindoPersada.
Juwaidin. 2016. “SupervisiAkademik di SMA Negeri 1 Lambitu,” JurnalIlmiah Educational Management, Volume 7 Nomor 1 Desember 2016.
Pambudi, C.A. 2015. “PemimpindanKepemimpinan Kita,” dalam: Artikel DJKN, https://www.djkn.kemenkeu.go.id/artikel/baca/7018/. 13 Maret 2015.
Sugiyono. 2014. Metode Penelitian Administrasi Dilengkapi dengan Metode R&D. Bandung: Alfabeta.
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