COLLABORATIVE MADRASAH PRINCIPAL SUPERVISION AND TEACHER PERFORMANCE TO IMPROVE GRADUATE QUALITY IN EAST OKU
DOI:
https://doi.org/10.30868/ei.v14i01.10887Keywords:
principal supervision, teacher performance, graduate quality, Madrasah Aliyah, collaborative supervisionAbstract
Improving graduate quality in Madrasah Aliyah requires school leadership that connects academic supervision with teachers’ instructional performance. This study addresses the problem that supervision can become an administrative routine rather than a developmental process, while differences in lesson planning, classroom management, teaching methods, assessment, and student motivation may weaken learning outcomes. The study therefore examines how madrasah principal supervision and teacher performance contribute to graduate quality in East OKU Regency. A descriptive qualitative design was employed from April to May 2024 at MAN 1 Ogan Komering Ulu Timur, MAS Subulussalam 2 Sriwangi, and MAS Al-Ikhlas Pemetung Basuki. Data were obtained purposively from principals, teachers, and students through participant observation, in-depth interviews, and document analysis, then analyzed through data collection, reduction, display, and verification with source triangulation. Findings show a supervision cycle of planning, classroom observation, evaluation, feedback, and follow-up. Teacher performance improved when supervision was linked to professional development, collaborative problem solving, innovative teaching, technology use, differentiated support, and stakeholder participation.The study concludes that collaborative, data-informed, and developmental supervision strengthens teacher performance and supports academic and non-academic graduate quality. Madrasahs should institutionalize mentoring, use supervision evidence for continuous improvement, expand professional development, and evaluate its impact on student learning.
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