Transformasi supervisi pendidikan: dari model konvensional menuju supervisi klinis sebagai upaya peningkatan mutu sekolah

Abstract

This article aims to examine the role of educational supervision in improving school quality, with a focus on the transformation of supervision models from conventional approaches toward clinical supervision. This study employs a library research method, analyzing theoretical and empirical findings related to educational supervision, teacher performance, and learning quality. The findings indicate that educational supervision serves as a quality assurance instrument that ensures the implementation of National Education Standards in actual classroom practice. The conventional supervision model, which is top-down and evaluative in nature, has proven to be less effective in fostering teacher professional development, as it tends to generate defensive attitudes and inauthentic teaching practices. In contrast, clinical supervision characterized by a systematic cycle of pre-observation, observation, and post-observation conferences conducted dialogically has demonstrated greater capacity to promote sustained reflection and improvement in teaching behavior. The primary barriers to effective supervision include high administrative workloads, limited supervisor competency, and entrenched hierarchical culture within schools. Transforming toward clinical supervision requires a paradigm shift, strengthened supervisor competencies, and the cultivation of a collaborative and reflective school culture.