Analysis of the Principal’s Role as a Supervisor in Enhancing Teacher Competence (A Case Study at SMA Negeri 2 Makassar)

Abstract

This study examines the analysis of the principal’s role as a supervisor in improving teacher competence at SMA Negeri 2 Makassar. The purpose of this study is to describe the principal’s role as a supervisor in enhancing teacher competence, as well as the supporting and inhibiting factors that influence it. This research employs a qualitative method with a case study approach and is descriptive in nature. The data sources used in this study were obtained from the principal, the vice principal for curriculum affairs, the supervision team, and teachers through observation, interviews, and documentation. The collected data were analyzed through data reduction, data display, and conclusion drawing. Based on the research findings, the principal’s role as a supervisor at SMA Negeri 2 Makassar in improving teachers’ pedagogical competence is carried out through: (a) academic supervision planning, which includes: (1) forming an academic supervision team; (2) developing observation instruments; (3) preparing an academic supervision schedule; and (4) conducting the socialization of academic supervision; (b) the implementation of academic supervision, which includes: (1) conducting classroom visits; (2) carrying out classroom observations; and (3) holding individual meetings; and (c) follow-up of academic supervision, which includes providing guidance, mentoring, and coaching through education and training programs such as: (1) In-House Training (IHT); (2) workshops; and (3) Subject Teacher Consultative Meetings (MGMP). The supporting factors in improving teacher competence include: (1) teacher motivation; (2) school facilities and infrastructure; (3) an adaptive and conducive school environment; and (4) collaboration between the school and education supervisors. Meanwhile, the inhibiting factor in improving teacher competence is the situation and conditions during the COVID-19 pandemic, which limited the principal’s ability to optimally observe teachers’ teaching activities during online learning.