Implementation of Principal's Academic Supervision Follow-up in Improving Teachers' Professional Competence: A Case Study at SMPIT Al ITQON

Bayan Rahman; Luli Yuliani; Hasyim Asy'ari; Zahruddin

doi:10.63922/ijevss.v5i03.5165

Bayan Rahman Master of Islamic Education Management, Faculty of Tarbiyah and Teacher Training, UIN Syarif Hidayatullah Jakarta, Indonesia
Luli Yuliani Master of Islamic Education Management, Faculty of Tarbiyah and Teacher Training, UIN Syarif Hidayatullah Jakarta, Indonesia
Hasyim Asy'ari Master of Islamic Education Management, Faculty of Tarbiyah and Teacher Training, UIN Syarif Hidayatullah Jakarta, Indonesia
Zahruddin Master of Islamic Education Management, Faculty of Tarbiyah and Teacher Training, UIN Syarif Hidayatullah Jakarta, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5165

Keywords: Academic Supervision, Follow-Up Implementation, Principal Leadership, Professional Competence, Islamic Education Management

Abstract

Academic supervision plays a vital role in ensuring educational quality by fostering sustainable professional growth among educators. This study aims to evaluate the application of follow-up strategies derived from the principal's academic supervision to enhance teachers' professional competence at SMPIT AL ITQON. Using a descriptive qualitative case study design, data were collected through in-depth interviews, classroom observations, and documentation reviews involving the principal, vice-principal of curriculum, and subject teachers. The analysis focused on four main indicators: educative and non-directive supervision principles, technical guidance and real-time feedback, periodic scheduling consistency, and the subsequent impact on curriculum implementation. The results demonstrate that effective follow-up actions require a balanced framework that integrates modern collaborative management—such as coaching and mentoring—with Islamic educational management principles, including amanah (trustworthiness), musyawarah (consultation), and ihsan (excellence). Providing immediate, constructive feedback and establishing non-judgmental dialogue successfully nurtured teachers' self-awareness, leading to measurable improvements in lesson plans (RPP/modul ajar) and overall classroom instructional quality. This study underscores the importance of adaptive and values-driven supervision in establishing a collaborative, professional school culture.

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