Implementation Of Principals' Academic Supervision In Special Schools

Abstract

This research aims to explore the implementation of academic supervision in two special schools, namely Trituna State Special School in Subang and Angkasa Special School at Sulaiman Margahayu Airbase Bandung. The objective of this study is to understand how academic supervision is applied in the context of inclusive education in these schools. This research was conducted using a qualitative approach and a multiple case study design. Data were collected through in-depth interviews with school principals, classroom observations, and analysis of documents related to school principal supervision. The gathered information was analyzed using thematic analysis method. The findings of this research reveal that both schools implement school principal supervision as a primary strategy in enhancing the professionalism and competence of teachers. Supervision is conducted through classroom observations, reflective discussions, and individual guidance. The results of classroom observations are used to provide feedback to the teachers and design relevant professional development programs. At Trituna Public Special Education School in Subang, school principal supervision has encouraged teachers to improve their teaching skills, expand their pedagogical knowledge, and implement inclusive teaching methods. At Angkasa Private Special Education School at Sulaiman Airbase in Bandung, school principal supervision has assisted teachers in developing differentiated instructional strategies and addressing challenges in meeting the needs of students with special needs. In conclusion, the effective implementation of school principal supervision can enhance the professionalism and competence of teachers at Trituna Public Special Education School in Subang and Angkasa Private Special Education School at Sulaiman Airbase in Bandung. Supervision that focuses on teacher professional development, constructive feedback, and individual guidance provides significant benefits in improving the quality of teaching and learning in inclusive schools. Recommendations for future research include delving deeper into the factors influencing the success of school principal supervision implementation and involving the perspectives of teachers and students in the assessment and evaluation processes