Reconstruction of Academic Supervision Based on a Humanistic Approach in Strengthening Teacher Professional Performance

Muhammad Kholillurrohman; Muhammad Thoiful Abrar; Hafidatun Nabila; Mohammad Mohlas; Robert Edy Sudarwan

doi:10.63922/ijeter.v4i03.5724

Muhammad Kholillurrohman Nurul Jadid University, Probolinggo, Indonesia
Muhammad Thoiful Abrar Nurul Jadid University, Probolinggo, Indonesia
Hafidatun Nabila Nurul Jadid University, Probolinggo, Indonesia
Mohammad Mohlas Nurul Jadid University, Probolinggo, Indonesia
Robert Edy Sudarwan Nurul Jadid University, Probolinggo, Indonesia

DOI: https://doi.org/10.63922/ijeter.v4i03.5724

Keywords: Keywords:Humanistic Academic Supervision, Teacher Professional Performance, Islamic Education Management

Abstract

This study aims to analyze the reconstruction of academic supervision based on a humanist approach in strengthening teacher professional performance at MTs Nurul Jadid. The study used a qualitative approach with a case study design. Data were obtained through in-depth interviews, observations, and documentation involving the madrasah principal, the deputy head of curriculum, and teachers as research informants. Data analysis was carried out interactively through the stages of data condensation, data presentation, and conclusion drawing. The results of the study indicate that the reconstruction of academic supervision based on a humanist approach was implemented through three main stages: participatory supervision planning, implementation of dialogic and collaborative supervision, and strengthening teacher professional performance through continuous coaching. The humanist approach was realized through teacher involvement in supervision planning, open interpersonal communication, providing constructive feedback, and professional mentoring oriented towards developing teacher competencies. The implementation of humanist academic supervision has been proven to improve teachers' pedagogical competence, work motivation, self-confidence, and professional commitment in implementing learning. The implications of this study indicate that academic supervision based on a humanist approach can be an effective coaching model in improving teacher professionalism while strengthening a collaborative culture and continuous development of educational quality in the madrasah environment.

Keywords:Humanistic Academic Supervision, Teacher Professional Performance, Islamic Education Management

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