SUPERVISI KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU PENDIDIKAN ISLAM DI SMP ISLAM IMAM SYAFI’I BOGOR

Abstract

This study aims to provide an in-depth description of how the principal’s supervision contributes to improving the performance of Islamic Education teachers at SMP Islam Imam Syafi’i Bogor. Supervision serves as a strategic instrument in educational management to ensure that the teaching–learning process runs effectively. In the context of Islamic-based schools, supervision not only assesses pedagogical aspects but also nurtures teachers’ religious competence, role modeling, and the integration of Islamic values into instructional practices. Several issues related to variations in lesson planning, inconsistent application of active learning methods, and non-uniform evaluation practices have driven the need for more structured and continuous supervision. This research employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, curriculum coordinator, and Islamic Education teachers. Data analysis follows the stages of data reduction, data display, and conclusion drawing. The qualitative approach was chosen to explore the supervision process comprehensively, including the interaction dynamics between the principal and teachers, the forms of guidance provided, and the supporting or inhibiting factors in supervision implementation. The findings indicate that collaborative and personalized supervision significantly enhances teachers’ motivation and adherence to instructional standards. The results reveal that the principal applies several supervision models, including academic supervision, clinical supervision, and performance-based supervision, carried out systematically and periodically. The principal provides written and verbal feedback, assistance in lesson plan development, reinforcement of Islamic value–based teaching methodologies, and professional discipline coaching. Such supervision practices positively impact the quality of instructional documents, teacher creativity, effectiveness in delivering material, and teachers’ self-control in embodying Islamic educator characteristics. This study concludes that systematic and humanistic principal supervision is essential in improving the performance of Islamic Education teachers.