Leadership Concepts in Educational Supervision

Novri Agus Parta Wijaya; Junaidi Junaidi; Ali Mustopa Yakub Simbolon; Ira Yanti; Weni Sumarni

doi:10.30983/gic.v1i1.118

Authors

Novri Agus Parta Wijaya UIN Sjech M. Djamil Djambek Bukittinggi
Junaidi UIN Sjech M. Djamil Djambek Bukittinggi
Ali Mustopa Yakub Simbolon Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi https://orcid.org/0009-0009-2823-5219
Ira Yanti UIN Sjech M. Djamil Djambek Bukittinggi
Weni Sumarni UIN Sjech M. Djamil Djambek Bukittinggi

DOI:

https://doi.org/10.30983/gic.v1i1.118

Keywords:

Leadership, Supervision, Education

Abstract

The lack of relevant supervision standards is characterised by a lack of clear standards in educational supervision practice. This causes many educational supervision leaders to face challenges in providing adequate support and training to teachers. Lack of resources, time and opportunities for training can limit leaders' ability to help teachers improve their skills. The important role of educational leadership and supervision in improving the quality of education therefore this study aims to explore the dimensions and qualitative aspects underlying leadership in educational supervision. The research method used was qualitative desk research, in which relevant literature was identified and analysed to gain an in-depth understanding of the topic. The findings suggest that leadership in educational supervision plays an important role in achieving educational goals. Leadership involves the ability to influence, direct and motivate others. Educational supervision, on the other hand, aims to improve the quality of education through guidance and counselling to teachers. The right leadership style can contribute to teachers' job satisfaction and learning quality.

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