Psychology-Based Educational Supervision Management (Qualitative Descriptive Study At Sma Negeri 1 Pangkalan)

Abstract

This study aims to analyze the implementation of psychology-based educational supervision management in improving emotional well-being, motivation, and teacher performance. Referring to George R. Terry's management theory, supervision is carried out through the functions of planning, organizing, implementing, and controlling, with a focus on the psychological needs of teachers. The research method used is a qualitative approach with in-depth interview techniques with the principal and five teachers in a junior high school environment. The results of the study indicate that the implementation of psychology-based supervision successfully supports the improvement of teacher motivation and job satisfaction. Teachers who feel psychologically supported show increased self-confidence, work enthusiasm, and quality of interaction with students. Psychology-based supervision also has a positive impact on the quality of learning in the classroom, creating a conducive and interactive learning atmosphere. However, this study also noted challenges in implementation, such as time constraints and the need to adjust supervision methods to meet individual teacher needs. In conclusion, psychology-based supervision with a structured management approach is effective in improving the quality of education through the well-being and performance of educators. This study recommends ongoing adjustments in the supervision program to improve the effectiveness and support for teacher emotional well-being.