ACADEMIC SUPERVISION OF SCHOOL PRINCIPALS THROUGH A COLLABORATIVE APPROACH TO ENHANCE THE PEDAGOGICAL COMPETENCE OF ELEMENTARY SCHOOL TEACHERS IN ACEH UTARA
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This study aims to analyze how the planning, implementation and evaluation carried out by the principal with a collaborative approach in academic supervision as an effort to improve the pedagogical competence of teachers at SDN 6 Kuta Makmur, SDN 7 Kuta Makmur, and SDN 20 Kuta Makmur. The method used is a qualitative descriptive study with a Multi-Site design with data collection techniques through in-depth interviews, open observations, and documentation studies. Data analysis was carried out with an interactive approach, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that a collaborative approach in academic supervision is able to encourage the creation of a participatory and reflective work climate. At the planning stage, the principal actively involves teachers in the process of identifying needs, determining the focus of supervision, preparing schedules, and making instruments, thus fostering a sense of belonging and intrinsic motivation. The implementation of supervision is carried out through open class observations followed by reflective reflection between the principal, supervision team, and teachers. This process makes the principal not the sole assessor, but rather a facilitator and equal partner. Evaluation supervision is carried out collaboratively through joint reflection followed up with an action plan and further mentoring program for teachers. The entire collaborative supervision process has been proven to significantly improve teachers' pedagogical competence and to form a professional, supportive, and sustainable development-oriented work culture. Thus, a collaborative approach to academic supervision is recommended as an effective strategy in improving the quality of learning at the elementary school level.
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