MANAJEMEN SUPERVISI KLINIS KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU SMPN 2 TARUMAJAYA KABUPATEN BEKASI

Solihin, Solihin (2022) MANAJEMEN SUPERVISI KLINIS KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU SMPN 2 TARUMAJAYA KABUPATEN BEKASI. Magister (S2) thesis, Universitas Islam "45" Bekasi.

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Abstract

MANAGEMENT OF CLINICAL SUPERVISION PRINCIPALS IN IMPROVING THE PROFESSIONAL COMPETENCE OF TEACHERS OF SMPN 2 TARUMAJAYA, BEKASI REGENCY Solihin NPM.41189901200032 Master in Islamic Education Management Solihinabie717@gmail.com ABSTRACT This thesis attempts to examine the problems of the principal's clinical supervision management in improving the professional competence of teachers at SMPN 2 Tarumajaya, Bekasi Regency, with the focus of this research being: 1) How is the management of clinical supervision in improving the professional competence of teachers at SMPN 2 Tarumajaya, Bekasi Regency? 2) What supporting factors are faced in the management of clinical supervision in improving the professional competence of teachers at SMPN 2 Tarumajaya, Bekasi Regency? 3) What are the inhibiting factors in the management of clinical supervision in improving the professional competence of teachers at SMPN 2 Tarumajaya, Bekasi Regency? 4) What are the efforts to overcome obstacles to clinical supervision management in increasing professional competence at SMPN 2 Tarumajaya, Bekasi Regency? The design of this research is to use a qualitative approach with a descriptive research model. So this research is a qualitative descriptive research. Data collection uses interviews, observation and documentation, while data analysis uses the Miles and Huberman technique, namely: data reduction, data presentation, and drawing conclusions. The results showed that: (1) Clinical supervision was carried out by the principal of SMPN 2 Tarumajaya Bekasi Regency who was assisted by the Deputy Principal for Curriculum by means of individual techniques, classroom observations and private conversations with teachers through the planning, implementation, and monitoring and evaluation stages. (2) supporting factors: high support from the school management regarding the completeness of assessment instruments, facilities and infrastructure, and human relations between supervisors and teachers (3) Barriers to the implementation of clinical supervision: (a) lack of clinical supervision time; (b) teachers sometimes feel unprepared and disturbed because they are not used to clinical supervision; (c) teacher assessment is only formative; (d) in the teaching and learning process some teachers have not used media tools; (e) teachers have limited ability in developing teaching materials; (4) Efforts to overcome obstacles: (a) priority scale problems are made in solving them; (b) supervisors need to consider psychological, sociological, religious, comfort and other aspects; (c) improvement and development with the working group of teachers (d) the need for training/training, seminars, short courses, and advanced schools; (e) regular, gradual and continuous coaching and conducting comparative studies of visits to more advanced schools. Keywords: Supervision management, clinical supervision, teacher professional competence.

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