Implementation of the Madrasah Head’s Academic Supervision Strategy in Improving the Quality of Beginning Teachers

Abstract

This study aims to describe the role of the madrasah principal as a supervisor in mentoring beginning teachers, the supervision strategies implemented, and the supporting and inhibiting factors in its implementation. Beginning teachers often encounter various challenges in carrying out their professional duties, particularly in pedagogical aspects and learning management. Therefore, educational supervision oriented toward teacher mentoring and professional development is essential for improving the quality of learning in madrasahs. This research employs a qualitative approach with a case study design. The research participants consisted of the madrasah principal and beginning teachers. Data were collected through in-depth interviews, direct observation of learning activities and supervision processes, and document analysis. The collected data were analyzed using data reduction, data presentation, and conclusion drawing stages. The findings reveal that the madrasah principal actively performs the role of academic supervisor by developing systematic supervision planning, conducting clinical supervision, providing constructive feedback, and carrying out continuous mentoring. The collaborative and humanistic supervision approach has a positive impact on improving the pedagogical competence, professional competence, and self-confidence of beginning teachers. However, the implementation of supervision still faces several obstacles, such as limited time and heavy administrative burdens on the madrasah principal. This study concludes that the madrasah principal’s role as a supervisor contributes significantly to the mentoring of beginning teachers. Therefore, strong commitment and adequate institutional support are needed so that educational supervision can be carried out optimally and sustainably