Abstract:

The main duties of school supervisors include coaching teachers and school principals, mentoring professional training in teachers’ association and school principals’ association forums, as well as teacher and school principal performance appraisal. The standardized ratio of the junior high school supervision is 1 supervisor assigned to assist 7 junior high schools. In practice, in several districts, junior high school supervisors have more than 7 target schools to supervise. Even though supervision has been carried out, the quality of school performance was not significantly improved. This study aims to describe the role of school supervisors in the improvement of the quality of education. The data were gathered by analyzing the supervisory documents and the supervising activities, guiding focused group discussions, and conducting in-depth interviews. There are 3 supervisory roles, namely detector, assessor, and effector. Detector is the role of supervisors in capturing the real conditions of the schools. Assessor is the role of supervisors in assessing real conditions toward the national education standards. Effector is the role of supervisors in following up on the results of the supervision. The analyzed data suggests that the role of detectors carried out in monitoring 8 national education standards, the role as assessors carried out through teacher and school principal performance appraisal, and the role of effectors conducted through teacher coaching activities related to the improvement of the competence of teachers and school principals as well as mentoring teachers and school principals for their professional development. Moreover, the results also reveal that the role of effectors is the most dominant in supervisory activities.

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