Optimizing Teacher Performance through Academic Supervision in Islamic Boarding School Educational Institutions
DOI:
https://doi.org/10.35719/Ijibs.V1i2.32Keywords:
Academic Supervision,, Teacher Performance,, Islamic Boarding School.Abstract
Teacher performance is a crucial factor in determining the quality of learning, therefore, academic supervision is necessary as a strategy to improve teacher professionalism and performance in Islamic boarding school-based educational institutions. This study aims to analyze academic supervision in improving teacher performance at educational institutions under the auspices of the Miftahul Ulum Islamic Boarding School in Pagendingan Pamekasan. The study employed a descriptive qualitative approach, with data collection techniques including interviews, observation, and documentation. Data analysis employed the Miles and Huberman model, while data validity was validated through triangulation and member checking. The results indicate that academic supervision is implemented through three main stages: (1) planning through identifying learning problems, administrative audits, classroom observations, and teacher needs analysis; (2) implementation through classroom observations, individual supervision, collaborative approaches, discussions, and mentoring; and (3) evaluation and follow-up through coaching, evaluation meetings, recommendations, and training. This research's contribution lies in strengthening the perspective of Islamic boarding school-based academic supervision, which positions supervision not merely as oversight but as a collaborative, sustainable, and contextualized strategy for teacher professional development within the Islamic boarding school culture.
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