The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials
One of the most dominant variables that determines student learning outcomes is the teacher. Therefore to improve student achievement, it is necessary to improve teacher competence. The main program to improve teacher competence is instructional supervision though its effectiveness is still question...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2021.1962232 |
| _version_ | 1797721937158340608 |
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| author | Maisyaroh Bambang Budi Wiyono Hardika Anabelie Villa Valdez Solaiman B. Mangorsi Sanaorai P.T. Canapi |
| author_facet | Maisyaroh Bambang Budi Wiyono Hardika Anabelie Villa Valdez Solaiman B. Mangorsi Sanaorai P.T. Canapi |
| author_sort | Maisyaroh |
| collection | DOAJ |
| description | One of the most dominant variables that determines student learning outcomes is the teacher. Therefore to improve student achievement, it is necessary to improve teacher competence. The main program to improve teacher competence is instructional supervision though its effectiveness is still questionable. This study aims to describe the implementation of instructional supervision in Indonesia and the Philippines. The research design used a survey and the research sample was taken from 212 primary school teachers, divided into 176 Indonesian and 36 Filipino teachers. A questionnaire was used to collect the data, and it was then processed using descriptive statistics, t-test, correlation, and regression. The results showed that there were differences in the frequency using techniques and principles of instructional supervision both in Indonesia and in the Philippines, but there was no significant difference in their effectiveness. Of the 26 supervision techniques, the most widely used in Indonesia are teachers’ meetings, trainings, peer discussions, seminars, and upgrading programs, while in the Philippines they are seminars, lesson study, self-evaluation, peer discussions, and teacher’s meetings. On the other hand, there is a significant influence on the use of techniques, principles, and instructional supervision approaches on the variations of teacher learning models. The principle of instructional supervision has the most dominant effect on the variations of teacher learning models and materials. |
| first_indexed | 2024-03-12T09:40:52Z |
| format | Article |
| id | doaj.art-a410119fdd1b47329df31a3c5fc52526 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T09:40:52Z |
| publishDate | 2021-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-a410119fdd1b47329df31a3c5fc525262023-09-02T13:15:30ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.19622321962232The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materialsMaisyaroh0Bambang Budi Wiyono1Hardika2Anabelie Villa Valdez3Solaiman B. Mangorsi4Sanaorai P.T. Canapi5Universitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangCollege of Education, Mindanao State UniversityCollege of Education, Mindanao State UniversityCollege of Education, Mindanao State UniversityOne of the most dominant variables that determines student learning outcomes is the teacher. Therefore to improve student achievement, it is necessary to improve teacher competence. The main program to improve teacher competence is instructional supervision though its effectiveness is still questionable. This study aims to describe the implementation of instructional supervision in Indonesia and the Philippines. The research design used a survey and the research sample was taken from 212 primary school teachers, divided into 176 Indonesian and 36 Filipino teachers. A questionnaire was used to collect the data, and it was then processed using descriptive statistics, t-test, correlation, and regression. The results showed that there were differences in the frequency using techniques and principles of instructional supervision both in Indonesia and in the Philippines, but there was no significant difference in their effectiveness. Of the 26 supervision techniques, the most widely used in Indonesia are teachers’ meetings, trainings, peer discussions, seminars, and upgrading programs, while in the Philippines they are seminars, lesson study, self-evaluation, peer discussions, and teacher’s meetings. On the other hand, there is a significant influence on the use of techniques, principles, and instructional supervision approaches on the variations of teacher learning models. The principle of instructional supervision has the most dominant effect on the variations of teacher learning models and materials.http://dx.doi.org/10.1080/2331186X.2021.1962232supervision techniquessupervision principlessupervision approacheslearning modelslearning materials |
| spellingShingle | Maisyaroh Bambang Budi Wiyono Hardika Anabelie Villa Valdez Solaiman B. Mangorsi Sanaorai P.T. Canapi The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials Cogent Education supervision techniques supervision principles supervision approaches learning models learning materials |
| title | The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials |
| title_full | The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials |
| title_fullStr | The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials |
| title_full_unstemmed | The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials |
| title_short | The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials |
| title_sort | implementation of instructional supervision in indonesia and the philippines and its effect on the variation of teacher learning models and materials |
| topic | supervision techniques supervision principles supervision approaches learning models learning materials |
| url | http://dx.doi.org/10.1080/2331186X.2021.1962232 |
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