THE EFFECTIVENESS OF ACADEMIC SUPERVISION BY SCHOOL PRINCIPALS IN PRIVATE VOCATIONAL SCHOOLS IN SINDANGKERTA DISTRICT, WEST BANDUNG

Abstract

This study investigates the effectiveness of academic supervision conducted by school principals in private vocational schools located in Sindangkerta District, West Bandung. Academic supervision is a critical component of educational leadership, as it directly influences the quality of teaching and learning within schools. The research highlights the essential role that structured academic supervision plays in enhancing the overall quality of education and improving the performance of teachers, which ultimately impacts student outcomes. Through qualitative research methods, data were collected from in-depth interviews with a diverse group of participants, including school principals, teachers, and administrative staff. The interviews aimed to capture the participants' experiences, perceptions, and insights regarding the current practices of academic supervision in their schools. Additionally, direct observations of supervisory activities were conducted to gain a comprehensive understanding of the dynamics involved in the supervisory process. The findings reveal significant challenges faced by these institutions, including incomplete documentation of supervisory activities, inconsistent frequency of supervision, and a predominant focus on administrative tasks rather than pedagogical development. Specifically, the lack of proper documentation hinders the evaluation process and prevents effective tracking of teacher progress. Furthermore, the irregularity of supervisory visits creates uncertainty among teachers regarding their performance and areas for improvement. The emphasis on administrative compliance often detracts from the primary goal of academic supervision, which is to enhance teaching quality and foster professional growth among educators. Based on these findings, the study discusses several recommendations for improving the effectiveness of academic supervision. These include the development of a structured supervision framework that prioritizes both administrative and pedagogical aspects, the provision of ongoing professional development for school leaders, and the encouragement of collaboration between principals and teachers in the supervisory process. By addressing these challenges and implementing strategic improvements, schools can create a more supportive and effective environment for teaching and learning.