PPDP International Journal of Education

Volume 1 (2) 2022, 219-229

E-ISSN: 2829-5196 P-ISSN: 2830-3229

Improving Teacher Professional Competence

Through Clinical Supervision

Sri Mastuti
SMA Tri Dharma Palembang, Indonesia
e-mail: srimastuti2603@gmail.com

Alexis Arizabal Enriquez

Abra State Institute of Sciences and Technology Bangued Campus Bangued,
Abra, Philippines
e-mail: aenriquez@asist.edu.ph

Gunarhadi
Universitas Sebelas Maret, Indonesia
e-mail: gunarhadi@fkip.uns.ac.id

Article History: Received on 10 March 2022, Revised on 17 July 2022, Published on 20 August 2022

Abstract

The purpose of this study is to identify and describe the use of clinical supervision in
developing teacher’s competency at SMA Tri Dharma Palembang. This is
accomplished through the use of a qualitative technique with a case study design.
Data collection methods include observation, interviews, and documentation, with a
single data analysis. The results revealed that the application of clinical supervision
at Tri Dharma High School Palembang went smoothly through three stages, namely
pre conference, observation, and post conference, and boosted teacher competency
in controlling the learning process. This study is new because it attempts to
investigate the growth of teacher’s professional competence connected with the
adoption of clinical supervision in senior high schools. This study is likely to help
school principals who seek to increase teacher professionalism by using clinical
supervision appropriately.

Keywords: Clinical Supervision; Professional Competence; Teacher.

A. Introduction

Teachers are critical to the success of the educational system. This is demonstrated
by skilled and competent instructors in their fields of expertise at all levels of
schooling. Teachers' potential must be further developed in order for them to carry
out their tasks properly, since teachers are at the forefront of enhancing educational
quality. The teacher is a profession that must meet specific standards in order to

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carry out their activities and obligations, as stated in Article 39 (1) of the Law on the
National Education System Number 20 of 2003, (2).

Professionalism in the teaching profession is continuously required in response to

changing societal expectations. Professional instructors are not only a vehicle for
transferring culture, but also for converting that culture into a dynamic culture, and
they will be expected to grasp science, high productivity, and quality work in order to
compete worldwide. Professional instructors act as movers and shakers, directing
pupils' creative potential (Tilaar, 2018). The primary responsibility of the teacher as a
difficult profession is to build self-professionalism in accordance with the advancement
of science and technology (Bahri, 2015).

To increase educational quality, teachers' professionalism must be sought. In truth,

many instructors continue to be unprofessional. There have been several roadblocks in
the application of learning thus far. Inappropriate learning processes are one of the
causes of subpar student achievement, as are less precise applications of learning, a lack
of teacher readiness in the learning process, a lack of teacher creativity in delivering
lessons, and learning media that are not used optimally in delivering subject matter,
causing students difficulties. in terms of learning concentration

Clinical supervision is the solution to teacher learning concerns. Clinical supervision is

analogous to diagnosing ill patients, thus the instructor receives a diagnosis during the
teaching and learning process. Diagnosis is performed to determine which factors
prevent the instructor from teaching well, and these factors are then thoroughly
examined. The technique of giving the medicine is carried out under clinical
supervision after the supervisor makes direct observations of the way the teacher
teaches through feedback exchanges between the supervisor and the teacher in
question. Feedback conversation is a discussion aimed at gathering feedback on the
teacher's teaching's strengths and faults, as well as efforts to improve it.

This is inextricably linked to the principal's duty and function as a supervisor.

According to Pidarta (2019), the principle has an obligation as a supervisor to help
instructors become good educators and teachers. As a supervisor, the principal is
responsible for developing appropriate educational policies and programs, making
decisions, coordinating, and providing direction in solving curriculum problems,
coaching teachers in job growth, developing learning materials that are more suited to
school goals, completing teaching and learning processes, and conducting research to
determine aspects of the curriculum and teacher training that are appropriate for the
lates.

Furthermore, as a supervisor, the principal may help teachers improve their

professional talents in the classroom by monitoring, reflecting on, and evaluating
teacher conduct. The Minister of National Education's Regulation No. 13 of 2007 about
Standards for Principals emphasizes five elements of competency standards for
Principals, namely personality competence, management competence, entrepreneurial
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competence, supervisory competence, and social competence. As indicated by Sahertian
(2018), there is a need for monitoring in schools to develop the creative potential of
students and condition their efforts in order to establish school culture.

In general, monitoring is generally implemented in an authoritarian and regimented

manner, making instructors uncomfortable with supervision. This is why competent
clinical supervision is essential for enhancing students' talents and attentiveness.
Clinical supervision is an effort made by the principal to carry out mature, systematic,
and long-term development of a teacher's professionalism during the learning process
in order to achieve effectiveness and to identify problems encountered by teachers
when they fail to carry out their duties in terms of student responses through a series of
learning processes.

Moris L. Cogan, Robert Goldhammer, and Ricard Willer created clinical supervision at
the Hovard School of Education in the late fifties and early sixties as a method or
strategy in mentoring potential teachers with clinical focus as a face-to-face contact
between supervisor and teacher. In class, there are instructor candidates. Sergiovanni
(1979) defines clinical learning supervision as a face-to-face interaction between
supervisors and instructors to discuss instruction in the classroom in order to promote
learning and professional growth. According to Nuratin (1989), clinical supervision is a
mentoring that aims to intentionally increase the professionalism of teachers beginning
with the initial meeting, class observations, and final meetings, which are carefully,
thoroughly, and objectively analyzed to obtain changes in expected teaching behavior.
Clinical supervision, according to Burhanuddin et al. (2017), is a type of professional
assistance provided to prospective teachers or teachers based on their needs through a
systematic cycle of planning, careful observation, and providing immediate objective
feedback about their real teaching performance in order to improve teaching skills and
attitudes. professional.

Clinical supervision management is described as a type of professional counseling

provided to instructors depending on their teaching requirements. Clinical supervision,
according to Daresh (2019), Goldhammer (2016), and Cogan (2017), is an effective
method in learning supervision for developing instructors' professional qualities.
Clinical supervision management is carried out in a methodical cycle. Whereas this
systematic cycle comprises planning, thorough observation of implementation, and
rapid and objective analysis of observations on clinical supervision management in
actual terms.

According to Archeson and Gall (1980), the goal of clinical supervision is to improve
teacher teaching in the classroom by (1) providing objective feedback to teachers about
their teaching, (2) diagnosing and assisting in the resolution of teaching problems, (3)
assisting teachers in developing their skills using teaching strategies, (4) evaluating
teachers for promotions and other decisions, and (5) assisting teachers in developing a
positive attitude toward continuous professional development.

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According to Acherson and Gall (1980), there are broad concepts and numerous
supplementary principles that are utilized as the basis for clinical supervision activities,
which are as follows. (1) focuses on instructors rather than supervisors, (2) more
interactive between teachers and supervisors Instead of directives, they are essentially
equal and assist each other in improving their professional attitudes, (3) democratic
rather than authoritarian emphasizes the importance of both parties being open, (4) the
goals of supervision are based on the needs and aspirations of teachers, (5) feedback on
the teaching and learning process of teachers is given immediately, and the results of
their services must be in accordance with a mutually agreed upon framework, (6) the
supervision offered is help with the goal of increasing teaching abilities and professional
attitudes, and (7) the study's focal point. Only few teaching skills require monitoring in
teaching and learning activities.

As follows, Sahertian (Sahertian, 2018) describes three steps in the application of clinical
supervision. First, a teacher complained in this initial meeting that when carrying out
teaching tasks in the classroom, he experienced challenges that were difficult to address
on his own. Second, we get to the second step of observation. At this step, the
supervisor employs a checklist observation tool, and the outcomes of these observations
are analyzed. The third step is the final action, which is the dialogue that takes place
after the analysis is completed. This discussion takes place between the supervisor and
the teacher. This dialogue will indicate that the instructor does, in fact, have a problem
in the classroom. Both supervisors and teachers are trying to discover the best approach
to rectify inadequacies and increase their professional abilities in this scenario.

Clinical supervision is one of the tasks of principals, senior teachers, and the Education
Office's supervisory team in cultivating teachers through the supervisory function.
Supervision is primarily coaching and guiding to address educational difficulties,
including challenges experienced by instructors and students in the learning process,
rather than looking for teaching errors. When preparing reports for transitory
requirements, monitoring is carried out accidentally with no follow-up on the findings
of supervision. Furthermore, according to a study, there is a difference between
expectations and reality when it comes to implementing monitoring. The nature and
aim of supervision reveal gaps. Although it is widely acknowledged that the aim of
supervision is to aid in the improvement of the learning process, in reality, supervisors
place a greater focus on instructors' administrative obligations (Sagala, 2018).

Suhertian (2016) identifies numerous characteristics that promote the establishment of

clinical supervision for instructors, including 1) in reality, supervisors only do teacher
evaluations in monitoring; 2) the implementation center is the supervisor, who is not
focused on what the teacher needs, both professional needs, therefore instructors do not
receive anything valuable for their professional growth; 3) the qualities examined by a
merit rating (a technique for measuring teacher competency) are too generic and
abstract; 4) the feedback acquired from the approach's results is to offer guidance,
instructions, instructions, and does not address the instructors' innermost human
difficulties, so it is only on the surface; 5) no link is established between identification
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and self-analysis so that teachers may see their own self-concept; 6) the instructor
discovers his identity via self-diagnosis and analysis. He must be conscious of his
abilities to accept himself and motivate himself to progress.

This callous behavior leads to a failure to provide instructors with enough supervision.
As a result, clinical monitoring is required. So, the goal of clinical supervision is to give
services and aid in a humane manner, stressing the approach and growth of instructors
individually so that they may better identify themselves and enhance learning patterns.

B. Methods

This research was carried out at SMA Tri Dharma Palembang from April 2022 to
May 2022, comprising preparation activities, data gathering, data analysis, and
research report writing. The research backdrop was completed in different phases,
including preparatory study, pre-field stage, field stage, data analysis stage, and
preparation stage. The qualitative research approach was applied in this study. The
goal of this study is to collect information on how clinical supervision is used to
improve teachers' professional competence. The researchers interviewed
administrators, educators, and any school stakeholders who could offer reliable
information regarding the subject of this study. Data gathering methods include
observation, interviews, documentation, and a review of the literature. This study's
data analysis approaches included data reduction, data presentation, and generating
conclusions.

C. Results and Discussion

Improving Teacher Professional Competence Through Clinical Supervision

Clinical supervision research findings are a type of supervision or supervision in

which supervision activities are professionally carried out by the principle and
deputy principal at Tri Dharma Palembang High School. Guidance is provided
based on the requirements of each instructor. Clinical supervision as improvement
supervision is meant for instructors who have trouble with learning activities. The
study's findings are consistent with supervision in the most basic meaning, namely
watching, reviewing, or looking from above, which is carried out by superiors
(supervisors/principals) in order to realize learning activities (Masaong, 2019). This
is reaffirmed clinical supervision is focused on enhancing learning through a
systematic cycle beginning with the planning, observation, and intense analysis
phases of learning performance with the goal of improving the learning process
(Iskandar, 2018). A supervision is clinical if it includes indicators - indications for
repairing teacher deficiencies are progressive, and the process is hard, time
demanding, requires a lot of energy, and requires a lot of thinking, thus this
supervision is only used on very poor instructors (Pidarta, 2019).

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Furthermore, the application of clinical supervision through individual procedures,
class observations, and private dialogues is divided into three stages: planning,
implementation, and assessment. This is consistent with the belief that supervision
using individual techniques entails individual supervision, which is accomplished
by 1) making class visits, 2) conducting class observations, and 3) conducting
individual interviews (Maunah, 2019).

Furthermore, clinical supervision is focused on increasing learning through a

systematic cycle that begins with planning, observation, and detailed analysis of
learning performance with the goal of improving the learning process. Furthermore,
the study's findings show that classroom instructors' concerns at SMA Tri Dharma
Palembang are in the administration of learning, teaching, and learning activities. In
administrative operations, many class instructors at Tri Dharma Palembang High
School continue to copy-paste lesson ideas from other friends or from the previous
year. Furthermore, just a tiny percentage of instructors utilize evaluation tools, and
even fewer can assemble and interpret assessments. This also has an influence on
pupils when instructional activities are not carried out successfully and efficiently, as
seen by inadequately allotted teaching time, which causes instructors to sense a lack
of teaching time. According to current opinion, many teachers have obtained
certificates as professional teachers, but the reality in the field of learning patterns as
professional teachers has not seen a significant change, due to a lack of mastery of
the material being taught, an assessment system that is not oriented towards
assessing student performance, and professional development in activities is still
low, so the learning process does not go well (Masaong, 2019).

Various challenges experienced by class instructors at SMA Tri Dharma Palembang,

as indicated above, must be addressed, notably through clinical supervision. Clinical
supervision is used to improve the professional competence of classroom instructors
at SMA Tri Dharma Palembang on a continuous basis. According to clinical
supervision, the first step is planning, followed by the second stage of
implementation, and the last stage of monitoring and assessment. The method of
implementing clinical supervision is organized in the form of a cycle with three
stages: the initial meeting (introduction), the class observation, and the final meeting
or feedback meeting. The detection of teacher professional competence is anticipated
to offer information on the teacher's knowledge, attitudes, and skills as an educator.
Teachers describe and characterize their own skills via verbal detection. This
encourages instructors to characterize themselves and analyze how far their abilities
have progressed, so raising awareness of their own weaknesses.

The outcomes of oral teacher competency detection are also employed as evaluation
materials in the classroom teaching and learning process. According to Usman in
Saiful Sagala's book Professional Ability and Education Personnel, professional
competence includes: 1) mastering teaching materials, which means that instructors
must comprehend the subject matter to be taught thoroughly. Mastery of the
curriculum's major content and supplementary items. 2) The capacity to create
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teaching programs, which includes the ability to identify learning skills, create
learning materials, and create learning methodologies. 3) The capacity to create
assessment tools for learning outcomes and processes (Sagala, 2018). The principal
observes the real-world conditions of the teaching and learning process in the
classroom to assess teachers' professional competence in giving lessons to students,
mastery of the material, material development, media use, how to interact with
students, and how teachers assist students who face learning barriers. The principal
evaluates the thoroughness of teacher administration to ensure that the teaching
process is structured and guided. This is consistent with supervisory activities that
are more focused on attempts to develop instructors' professional competencies. The
duties in question include, among other things, (1) enhancing teachers' capacity to
plan or prepare for teaching; (2) improving teachers' ability to handle classroom
equipment; and (3) improving teachers' ability to compile reports on student
learning progress (Banun et al., 2016).

Teachers are required to be able to monitor and assess student learning outcomes.
The school administrator evaluates teachers' professional ability in carrying out the
planning stage. The principal gathers as much information as possible from
implementation observations, which will subsequently be utilized as material for
monitoring and evaluating teacher effectiveness in the teaching and learning process
(early-stage implementation). This can be used as a review for instructors to improve
their professional competence. According to the activities carried out at the feedback
meeting stage, the following activities are carried out: 1) Supervisors review learning
objectives; 2) Supervisors review the level of skills and attention of teachers in
teaching; 3) Determining future teaching plans together, both in the form of
encouragement to improve things that have not been mastered at the previous stage
(teaching and learning processes that have been carried out) or other skills that need
to be implemented (Maunah, 2019).

The results of the following study reveal that clinical supervision has both
advantages and downsides. Clinical supervision has the benefit of allowing
problems to be handled correctly and comprehensively, as well as increasing
instructors' professional competence because problem resolution is done as a whole
and reviewed on an ongoing basis. While the lack of clinical supervision necessitates
a lengthier implementation period. The preceding is in compliance with the clinical
supervision indicators, which are as follows: 1) The observations made during the
supervision process are highly precise in order to get detailed data; 2) The feedback
meeting on the supervision findings was carried out in depth, encompassing all
parts of weaknesses that are being repaired; 3) Because the technique is hard and
requires a lot of time, energy, and thinking, this supervision is only used on the most
inept instructors (Pidarta, 2019).

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Supporting Factors for Clinical Supervision Implementation in Improving
Teacher Professional Competence

The findings revealed that the Principal of SMA Tri Dharma Palembang, aided by
his deputy principal, constantly offered advice and direction to teachers in order for
them to carry out their tasks as effectively as possible. The principal also advised
instructors to complete administrative needs as soon as possible so that
administrative completeness could be achieved. The principal must be able to
establish a pleasant work atmosphere for his or her employees. Teachers can do their
tasks more effectively if they are in a comfortable setting. This is consistent with
supervisory principles, namely: 1) the connection between instructor and supervisor
is more participatory than directive. This dynamic contact between instructor and
supervisor demonstrates an equitable collegial relationship. 2) Decisions on action
are made democratically. Both parties' (teacher-supervisor) transparency is
encouraged. They each have the right to express their opinions, and they eventually
reach an agreement (Maunah, 2019). Another point of view claimed that when
clinical supervision is implemented, the supervisor, among other things, 1)
establishes an intimate and open environment; 2) The supervisor goes through the
teacher's lesson plan, which includes learning objectives, resources, teaching and
learning activities, and evaluation techniques; 3) The supervisor goes through the
skill components that the instructor will attain in learning activities.

It can be concluded that several factors support the implementation of clinical

supervision at SMA Tri Dharma Palembang, such as the completeness of the
assessment instrument, facilities and infrastructure, and appreciation that High
grades are given from the implementation of clinical supervision as an effort to
increase the professional competence of classroom teachers as well as to improve the
quality of education. This is consistent with the belief that several factors influence
the success or failure of supervision or the speed with which supervision results,
including: a) the community environment in which the school is located, b) the size
of the school under the principal's responsibility, c) the level and type of school, d)
the condition of the available teachers and employees, and e) the principal's own
skills and expertise (Purwanto, 2020).

Inhibiting Factors in Clinical Supervision Implementation in Improving Teacher

Professional Competence

The impediment to instructors enhancing their competency in the teaching and

learning process might arise from inside the teacher or from beyond, namely, the
work environment. These issues should be addressed, if not avoided, so that
instructors can increase their competency in the teaching and learning process as
much as feasible. According to the findings of a study on the barriers to the
implementation of clinical supervision in improving the competence of classroom
teachers, several obstacles exist in carrying out clinical supervision, including: (a) a
lack of time for clinical supervision; (b) teachers sometimes feel unprepared and
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disturbed because they are not used to clinical supervision; (c) classroom teacher
assessments are only formative; and (d) during the teaching and learning process,
some teachers become frustrated. This is consistent with the belief that the
implementation of clinical supervision will inevitably face challenges, such as: a)
over administration; b) minimal face-to-face supervisor-teacher interaction; c)
supervisor lags behind the development of learning technology; d) supervisor-
teacher communication, superior-teacher model subordinate; e) Less use of other
instructors as supervisors; f) Supervisors and teachers may feel more experienced,
authoritative, and flawless at times (Purwanto, 2017a).

The same message was conveyed that several factors influence the success or failure
of supervision or the speed with which supervision results include: a) the
community environment in which the school is located, b) the size of the school
under the principal's responsibility, c) the level and type of school, d) the condition
of the teachers and staff available, and d) the principal's own skills and expertise
(Purwanto, 2017b). In the framework of external issues, particularly those pertaining
to the work environment, it is argued that numerous factors influence work spirit,
namely: 1) a stimulating work culture or climate supported by harmonic and
compassionate communication between leaders and subordinates (principals and
teachers or staff); 2) Promoting positive attitudes and understanding among
employees (teachers and staff); 3) Recognizing the need for accomplishment (desire
and need to advance); 4) Supporting those who thrive; and 5) Supporting mental and
physical well-being amenities such as sports grounds, mosques, and entertainment
(Muhaimin, 2019).

Efforts to Overcome Barriers to Clinical Supervision Implementation in

Improving Teacher Professional Competence

To overcome the factors impeding the implementation of clinical supervision in

increasing the professional competence of teachers at SMA Tri Dharma Palembang, a
planned solution is required, namely: (a) the problem is prioritized in its resolution;
(b) supervisors must consider psychological, sociological, religious, comfort, and
other aspects; (c) the improvement and joint development of the classroom teacher
working group; and (d) the need for training, seminars, short courses, and other
forms of education.

In this way, an educational supervisor can serve as: (1) Coordinator; As a

coordinator, he may organize teaching and learning programs, as well as the tasks of
staff members in a variety of activities that differ among teachers; (2) Consultant; As
a consultant, he may offer support as well as counsel on difficulties encountered by
instructors both individually and in groups; (3) Group leader; As a group leader, he
may lead a group of teaching staff in building the group's potential while also
improving the curriculum, subject matter, and professional needs of instructors; (4)
Evaluators; as an evaluator, he may support instructors in analyzing learning
outcomes and processes, as well as evaluate curriculum development. He also learnt
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to stare in the mirror. He is helped to reflect on himself, namely his self-concept, his
own views, and his reality (Purwanto, 2020). Furthermore, according to Sahertian,
supervisors in education have eight functions: 1) coordinating all school efforts; 2)
equipping school leadership; 3) expanding teachers' experience; 4) stimulating
creative efforts; 5) providing facilities and continuous assessment; 6) analyzing
teaching and learning situations; 7) providing knowledge and skills to each staff
member; and 8) providing broader and integrated insights in formulating
educational goals and improving education (Sahertian, 2018).

D. Conclusion

Implementation of clinical supervision in improving the professional competence of

teachers at SMA Tri Dharma Palembang is a supervisory activity carried out by the
principal, who is assisted by the vice principal, through the planning,
implementation, and monitoring stages, as well as evaluation, using individual
techniques, class observations, and private conversations with class teachers. There
are a number of elements that both support and impede the application of clinical
supervision in developing the professional competence of teachers at SMA Tri
Dharma Palembang. Efforts are being made to overcome the factors that impede the
implementation of clinical supervision in improving the professional competence of
teachers at SMA Tri Dharma Palembang, including: 1) prioritization of problems in
solving them; 2) supervisors must consider psychological, sociological, religious,
comfort, and other aspects; 3) improvement and joint development of the classroom
teacher working group; and 4) the need for training, seminars, short courses, and a
teacher training program.

E. Acknowledgement

Thanks to SMA Tri Dharma Palembang, Indonesia, President Abra State Institute of
Sciences and Technology Bangued Campus Bangued, Abra, Philippines and Rector
Universitas Sebelas Maret, Indonesia who gave us the support to finish this
meaningful project.

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