Fact-based Learning Supervision Teacher Complaints

PAPER FACT-BASED LEARNING SUPERVISION TEACHER COMPLAINTS A. Definition of Learning Supervision Etymologically, supervision comes from English which consists of two words, namely super and vision. Super means above or more, while vision means to see or review. Thus, supervision in a simple sense is to see, review or see from above, which is carried out by superiors (supervisors/principals) towards the realization of learning activities. Above means people who have advantages in terms of knowledge, skills and experience towards teachers, principals and staff. Supervision is defined as a service that is intended to guide, facilitate, motivate and assess teachers in implementing learning and developing their profession effectively. Another definition of learning supervision is defined as "a service provided by leaders to help teachers become increasingly capable teachers or personnel in accordance with the development of science in general and educational science in particular, in order to be able to increase the effectiveness of the teaching and learning process in schools" (Nawawi, 1981: 104). Learning supervision is defined as "an effort to stimulate, coordinate, and guide the growth of teachers in schools, both individually and in groups, with tolerance and effective pedagogical actions, so that they are better able to stimulate and guide the growth of each student to be more able to participate in a democratic society" (Soetopo, 1982). Learning supervision is defined as "an effort to encourage, coordinate, and stimulate and guide the growth of teachers continuously in a school both individually and in groups to more effectively carry out the learning function". (Sergiovanni, 1988). Based on the understanding that has been put forward, several important aspects of supervision can be concluded, namely: 1. Assistance and service to the principal, teachers and staff 2. For the development of teacher quality 3. For teacher professional development 4. To motivate teachers. These aspects require knowledge of the concepts and approaches of supervision supported by high performance and accountability from the supervisor. This is intended so that supervision activities as professional services can improve teacher competence in learning which also leads to the realization of optimal student learning outcomes. B. Objectives of Learning Supervision Learning supervision aims to improve teachers' professional abilities in the learning process and outcomes through the provision of professional services to teachers. Wiles (Imron, 1996) said that in general, learning supervision aims to provide assistance in developing better teaching and learning situations. Meanwhile, Nawawi (1981) said that learning supervision aims to assess teachers' abilities as educators and instructors in their respective fields in order to help them make improvements and, if necessary, to show deficiencies to be corrected themselves. Sahertian and Mataheru (1981) stated that the objectives of learning supervision are: to help teachers see clearly the goals of education; (2) to help teachers guide learning experiences; (3) to help teachers use sources of learning experiences; (4) to help teachers meet students' learning needs; (5) to help teachers use teaching tools, methods and models; (6) to help teachers assess students' learning progress and the results of the teacher's own work; (7) to help teachers foster mental or moral reactions of teachers in the context of personal growth in their positions; (8) assisting teachers in schools so that they feel happy with the tasks they carry out; (9) assisting teachers to more easily adapt to society and ways of using learning resources from the community; and (10) assisting teachers so that time and energy are fully devoted to helping students learn and fostering the school. Meanwhile, Rivai (1987) stated the objectives of learning supervision as follows; (1) assisting teachers/staff to better understand the hierarchy of educational goals and the function of the school in an effort to achieve those educational goals; (2) assisting teachers to be able to serve students effectively; (3) assisting the principal and teachers to carry out leadership effectively, democratically and accountably; (4) discovering the abilities and strengths of each teacher/staff and utilizing and developing those abilities by giving tasks and responsibilities that are in accordance with their abilities; (5) assisting teachers to improve their performance in front of the class; (6) assisting teachers during their orientation period so that they can quickly adapt to their duties and can utilize their abilities to the maximum; (7) assisting teachers to discover their students' learning difficulties and plan corrective actions; (8) avoid demands on teachers/staff that are beyond the limits or unreasonable, whether the demands come from within the school or from outside (society). Based on the opinions of experts that have been put forward, it can be concluded that the main objectives of learning supervision are: (1) to guide and facilitate teachers in developing their professional competence, (2) to motivate teachers to carry out their duties effectively, (3) to help teachers manage the curriculum and KTSP-based learning effectively; (4) to help teachers develop students so that their potential develops optimally. The effectiveness of achieving the objectives of learning supervision is very dependent on the level of understanding of the supervisor regarding the competency standards themselves, namely: (1) personality competence, (2) managerial competence, (3) academic supervision competence, (4) educational evaluation competence, (5) research and development competence, and (6) social competence. C. Function of Learning Supervision Learning supervision functions to improve the learning situation through teacher professional development. Briggs (in Sahertian, 1986:25) mentions the function of supervision as an effort to coordinate, stimulate and direct the growth of teachers. Learning supervision has an evaluation function, namely the assessment of teacher performance through research, namely collecting information and facts about teacher performance by conducting research. This evaluation and research activity is an improvement effort, so that based on the data and information that should be so that it can improve the quality of teacher performance in learning (Sagala, 2010). In the author's view, the function of learning supervision includes: (1) research, (2) improvement, (3) coaching, (4) development, (5) coordination, (6) motivation, and (7) assessment. Swearingen (1961) put forward eight main functions of learning supervision, namely: 1) Coordinating all school efforts. 2) Equipping school leadership. 3) Expanding the experience of teachers/staff. 4) Stimulate creative efforts. 5) Provide facilities and continuous assessment. 6) Analyze teaching and learning situations. 7) Provide knowledge and skills to each staff member. 8) Integrate educational goals and help improve staff skills and teacher teaching skills. D. Duties of Learning Supervisors To provide adequate clarity and understanding, the function of educational supervision needs to be specified in the tasks and activities that must be carried out as a follow-up. Closely related to these tasks and activities, it is necessary to explore the competencies that must be possessed by a supervisor so that his tasks and activities can be carried out properly. This is important so that supervisory services can truly improve learning. Ben M. Harris (1985) suggests that supervisory tasks are classified into ten areas of work as follows; (1) curriculum development, (2) teaching organization, (3) staff procurement, (4) provision of facilities, (5) provision of materials, (6) preparation of educational training, (7) orientation of staff members, (8) related to special student services, (9) development of community relations, and (10) assessment of teaching. Basically, the supervisor's duties are very broad and complex, but in its implementation it must be more focused on developing teacher abilities, because they are the spearhead of educational success in schools. Therefore, feedback after the implementation of supervision is absolutely necessary so that teachers can know their strengths and weaknesses, so that they can immediately improve them. E. Supervisor as a Teacher's Partner As previously stated, supervision is defined as an effort to encourage, coordinate, and stimulate and guide the continuous growth of the teacher profession in a school, both individually and in groups, in order to more effectively carry out learning functions (Sergiovanni, 1988). This opinion contains 4 important aspects of supervision, namely: (1) for the development of teacher self-quality, (2) for teacher professional development, (3) to motivate teachers, and (4) its implementation can be individual or group. These aspects can be implemented optimally if the supervisor positions supervision as a professional service. Supervision activities are a systematic process and begin with pre-observation, observation, and post-conference. Supervision activities involve two important elements (supervisor and teacher) with different fields of duty, but require the same time so that coaching and services can be implemented effectively. Supervisors are obliged to develop the professional abilities of teachers as human resources in learning, so that with this position the supervisor functions as a 'teacher's teacher' (Glickman, 1981 and 1990). Meanwhile, teachers in their capacity as educators and learning leaders are responsible for the realization of high-quality human resources for their students in accordance with educational goals. As a consequence of the differences in tasks and functions, supervision activities can be carried out effectively if supervisors and teachers seek partnerships that are directed at three important stages of supervision, namely the program preparation stage, the program implementation stage, and the program evaluation stage. The effectiveness of the partnership depends on the ability to "respect and pay attention to each other, not in the sense of being polite and just making small talk, but being aware of and understanding each other's existence in terms of character such as being friendly, capable, confused, attentive, having weaknesses and broad-minded, (Jonson, 1974)". Meanwhile, Dewey (quoted by Jhonson, 1974) said "the communication factor is the most amazing and the fruit of communication is participation and giving and receiving as an incomparable miracle". Thus it can be concluded that supervision activities absolutely require partnerships between supervisors and teachers in various aspects of activities. Without partnerships and mutual openness based on an informal communicative approach, it is impossible for supervision activities to take place effectively.