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Observation and reflective discussion model to optimize academic supervision in schools

Yari Dwikurnaningsih(1), Marinu Waruwu(2), Anita Ayu Kusumawardani(3),
(1) Educational Administration, Satya Wacana Christian University  Indonesia
(2) Educational Administration, Satya Wacana Christian University  Indonesia
(3) Educational Administration, Satya Wacana Christian University  Indonesia

Corresponding Author


DOI : https://doi.org/10.24036/jbmp.v15i1.139170

Abstract


Effective academic supervision should help teachers examine and improve classroom practice, yet supervision in many schools remains administrative, evaluative, and weak in follow-up. This study examined an observation and reflective discussion model using instructional rounds as a collaborative strategy for academic supervision. A concurrent mixed-methods design with a one-shot case study component was applied to 30 postgraduate students in educational administration who worked as four school principals and 26 teachers. Quantitative data were collected through a five-item closed questionnaire, while qualitative data were obtained from open-ended responses and interviews with 10 randomly selected participants. Mean scores and category analysis were used for the quantitative data, and the qualitative data were analyzed through reduction, display, and conclusion verification. Participants reported very high levels of enjoyment (M = 4.50), learning experience (M = 4.25), and access to role models (M = 4.34), while motivation (M = 3.80) and preparation of improvement plans (M = 4.00) were high. Classroom observation followed by structured reflective dialogue helped participants identify effective practices, recognize weaknesses in their own teaching, and formulate concrete instructional revisions. The model offers a feasible supervision alternative that integrates peer learning, reflection, and follow-up planning in a supportive professional environment

Keywords


academic supervision; classroom observation; instructional rounds; reflective discussion; teacher professional development

References


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