An Academic Supervision Model for Strengthening the Professional Competence of Elementary School Teachers

Abstract

This study aims to develop an academic supervision model that effectively strengthens the professional competence of elementary school teachers. A qualitative research approach was employed using a descriptive case study design, as this design allows for an in-depth exploration of supervision practices within their real educational context. The research was conducted in public elementary schools in Bandung City, West Java, Indonesia, selected due to the regular implementation of academic supervision and the diversity of school characteristics. Five key informants participated in the study, consisting of two school principals and three classroom teachers, who were purposively selected based on their direct involvement and experience in academic supervision activities. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic qualitative procedures. The findings indicate that existing supervision practices tend to be administrative and have limited impact on teachers’ professional competence. The proposed academic supervision model emphasizes collaborative supervision, reflective dialogue, formative feedback, and continuous professional support, resulting in increased teacher engagement and improved instructional competence. The study recommends the adoption of competence-oriented and developmental supervision models by school leaders to enhance teacher professionalism and improve the quality of elementary education.