Classroom Observation Strategy In Improving Teacher Performance At SMAN 3 Banyuasin III

Abstract

This study aims to analyze the class observation strategy as part of academic supervision in improving teacher performance at SMAN 3 Banyuasin III. This research uses a qualitative approach with a case study design. Data collection was conducted through in-depth interviews, observations, and documentation studies involving the principal, supervisors, and teachers. The results showed that class observations planned systematically, implemented with a collaborative approach, and followed up through reflective feedback were able to improve teacher performance, especially in the aspects of learning planning, implementation, and evaluation. Teachers interpret class observation as a professional development process when it is carried out openly, dialogically, and non-judgmentally. Supporting factors for the effectiveness of class observation include effective communication, a conducive school culture, and school leadership support. Meanwhile, the inhibiting factors include the limited implementation time and teachers' initial perceptions of the observation activities. This study concludes that an appropriately implemented class observation strategy can be an effective academic supervision instrument in improving teacher performance.