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Journal articles on the topic 'The role of supervisors'
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1
Ghazali, Nor Mazlina, Wan Marzuki Wan Jaafar, and Azzahrah Anuara. "Supervision Outcomes as Predictor to The Supervisory Relationship and Supervision Contextual Factors: Study on The Internship Trainee Counsellors." MATEC Web of Conferences 150 (2018): 05073. http://dx.doi.org/10.1051/matecconf/201815005073.
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The purpose of this study was to investigate the influence of the supervisory relationship and contextual supervision factors on the supervision outcomes among trainee counsellors. Respondents were 120 trainee counsellors and 18 supervisors from four public universities in Malaysia. Eight instruments were used in measuring the variables. The Supervisory Working Alliance Trainee Inventory (SWAI-T) was administered to measure the supervisory working alliance among trainee counsellors and the Role Conflict Role Ambiguity Inventory (RCRAI) was administered to measure the role conflict among trainee counsellors. Meanwhile, the Supervision Interaction Questionnaire – Supervisee and Supervisor Inventory (SIQ-S) was used to measure the interaction between trainee counsellors and supervisor and the Counsellor Rating Form – Short (CRF-S) was used to measure the characteristics of the supervisors in supervision. The Selective Theory Sorter (STS) inventory was used to measure the counselling orientations among the trainee counsellors and supervisors whereas the Multicultural Counselling Knowledge and Awareness Scale (MCKAS) measures the knowledge and awareness toward multicultural counselling among trainee counsellors. The Supervision Outcomes Survey (SOS) and the Counsellor Performance Inventory (CPI) were utilized to measure the satisfaction and performance among trainee counsellors. Results have revealed that there was a significant correlation between the supervisory relationship (supervisees’ working alliance, supervisees’ role conflict, supervision interaction, supervisors’ attributes) and supervision outcomes, r (118) = .53; p < .05. Other factors that have contributed to the significant correlations of supervision outcomes were supervisees’ working alliance, supervisees’ role conflict, and supervisors’ attributes, r(120) = .55; p < .05; r (120) = .21; p < .05; and r (116) = .50; p < .05 respectively. However, the result has shown that there was no significant correlation between the supervision contextual factors (supervisees’ and supervisors’ counselling orientation and supervisees’ cultural knowledge and awareness) and supervision outcomes. The Multiple Regression analyses reported that the supervisory relationship had an influence on the supervision outcomes, R2 = .28, F (1,105) = 40.2, p < .05. Meanwhile, the supervision contextual factors had no influence on the supervision outcomes. Based on the research findings, the model signified that the supervision process could bring out changes in the supervisees. Practically, the supervisees’ working alliance was a significant factor that has influenced the supervisees’ development. Therefore, the academic supervisor should consider the supervisees’ role conflict, supervision interaction, and supervisors’ attributes during supervision. It is recommended that the differences between supervision interaction of the supervisors and the supervisees are to be examined in the future research.
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Harwood, Nigel, and Bojana Petrić. "Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities." Journal of International Students 9, no. 1 (2019): 150–71. http://dx.doi.org/10.32674/jis.v9i1.276.
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Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
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Supriatna, Ade, Ulfiah Ulfiah, Nandang Koswara, and Sayid Muhamad Rifki Noval. "Supervision Management Of Supervisor Managerial In Improving Performance Head Of Madrasah Tsanawiyah In Bandung District." International Journal of Educational Research & Social Sciences 3, no. 5 (2022): 1844–50. http://dx.doi.org/10.51601/ijersc.v3i5.495.
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Facing the demands of improving the quality of education, an important component that should not be ignored is the Head of Madrasah. Madrasah principals are required to have managerial competence in managing madrasas. The competence of the Madrasah Head can be carried out properly, one of which is supported by the guidance carried out by the education supervisor through a managerial supervision program. Therefore, the focus of this research is the management of supervisory managerial supervision in improving the performance of the head of MTs in the Ministry of Religion of Bandung Regency so that the expected output is increasing the quality of managerial supervision of Madrasah Tsanawiyah (MTs) supervisors, especially Madrasah Tsanawiyah Supervisors (MTs) Darussalam Arjasari, Madrasah Tsanawiyah ( MTs) Al-Ihsan Ciparay and Madrasah Tsanawiyah (MTs) Al-Matsur Pamengpeuk. This study aims to analyze and find empirically about the management of managerial supervision carried out by MTs Supervisors in improving the performance of the head of Madrasah Tsanawiyah (MTs) in the Ministry of Religion of Bandung Regency. The research process is carried out through the identification of phenomena that occur in planning, implementing, organizing, monitoring, impacting, supporting factors and obstacles to managerial supervision of the madrasah principal. The respondents were Supervisor, Head of Madrasah and Head of Madrasah Section, Ministry of Religion, Bandung Regency. The results of his research that the implementation of managerial supervision carried out by the supervisor of MTs Darusalam, Al-Ihsan, Al-Mansur can affect the performance of the madrasa principal. The supporting factor is the good relationship between the MTs Supervisor and the Head of Madrasah Tsanawiyah. The obstacles to managerial supervision are the lack of coordination between supervisors and the Madrasah Section and the supervisor's role is not functioning optimally. The solutions are: the supervisor's role as a partner, partner, motivator, negotiator, consultant, innovator, evaluator, the conclusion is that: First, supervisors carry out supervision to improve and improve the performance of the Head of Madrasah Tsanawiyah starting with planning, implementation to evaluation. Both supervisions are carried out to monitor, improve programs, and carry out follow-up supervision for the realization of improving the performance of madrasah principals so that they are motivated to advance education. The research product is a coordination forum between the head of the madrasah section or the Head of the Ministry of Religion with the Supervisor and Supervisory Assessment with the PKPM program (Performance Assessment of Madrasah Supervisors).
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Son, SuJin. "The role of supervisors on employees’ voice behavior." Leadership & Organization Development Journal 40, no. 1 (2019): 85–96. http://dx.doi.org/10.1108/lodj-06-2018-0230.
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PurposeDrawing on social learning theory and social information processing theory, the purpose of this study is to examine how perceived supervisor’s voice behavior relates to employees’ own voice behavior both directly and indirectly through trust in supervisor. In particular, this study also investigates the moderating role of gender in the relationship between trust in supervisor and employee voice behavior. Further, this study proposes that gender moderates the indirect effect of perceived supervisor’s voice behavior on employee voice behavior via trust in supervisor.Design/methodology/approachThe proposed hypothesis was tested by using hierarchical regression analyses and Hayes’ PROCESS macro.FindingsThe results show that perceived supervisor’s voice behavior is positively related to an employee’s own voice behavior and trust in supervisors. In particular, trust in supervisors mediates the relationship between perceived supervisor’s voice behavior and employee’s own voice behavior. Additionally, the relationship between trust in supervisor and employees’ voice behavior was stronger for female employees.Originality/valueThe current study investigates employees’ perception of immediate supervisor’s voice behavior that encourages employees to speak up, thereby providing a more nuanced understanding of the factors that facilitate employee voice behavior. In particular, this study advances the understanding of how and why employees’ perception of supervisors’ voice behavior relates to employees’ voice behavior by examining the mediating and moderating factors.
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AbuSaaleek, Atef, and Aied Alenizi. "Exploring EFL Supervisors' Feedback on Postgraduates' Research Proposals: Functions and Foci." Register Journal 16, no. 2 (2023): 207–23. http://dx.doi.org/10.18326/register.v16i2.207-223.
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Supervisory feedback plays a crucial role in supervising research in higher education. Feedback is a crucial component of successful teaching practices in the context of postgraduate research proposal writing. Effective supervisory feedback can promote supervisees' academic writing and enhance the quality of their research proposals. Therefore, this study aimed to examine the feedback functions and feedback foci that EFL supervisors employ in their written feedback when refining postgraduate research proposals. A qualitative approach and simple descriptive quantitative measures were adopted to address the study's aims and estimate the prevalence of feedback forms. The study's sample included (N = 5) supervisors (4 male and 1 female supervisor) supervising postgraduate students as part of the M.A. in Applied Linguistics program. Data were collected from five supervisory feedback reports on postgraduates' research proposals and proposal drafts. The finding revealed that the EFL supervisors predominantly used directive feedback (52%) in their feedback provision instead of referential (30%) and expressive feedback (18%). Additionally, the findings showed that the EFL supervisors primarily focused on content issues (53%), followed by organization (29%) and appropriateness (19%), and the lowest number of supervisory feedback focused on linguistic accuracy (16%). The study provides pedagogical implications for supervisors and recommendations for further studies.
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Shahzad, Shumaila, Muhammad Shabbir Ali, and Umair Ayub. "Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work." Global Social Sciences Review IV, no. II (2019): 356–63. http://dx.doi.org/10.31703/gssr.2019(iv-ii).46.
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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.
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Shumaila, Shahzad. "Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work." Global Social Sciences Review 4, no. 2 (2019): 356–63. https://doi.org/10.5281/zenodo.4383447.
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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.
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Adedokun, Theophilus, and Funsho Oyetunde-Joshua. "Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students." Journal of Culture and Values in Education 7, no. 1 (2024): 1–18. http://dx.doi.org/10.46303/jcve.2024.1.
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Postgraduate supervision entails an intensive, one-on-one academic relationship between the supervisor and student. Through this relationship, the supervisor facilitates the student's scholarly development. This study investigates supervisors' roles in supporting postgraduate students from the students’ perspective. This study through in-depth semi-structured interviews with 12 doctoral and masters students at two universities seeks to investigate how postgraduate students perceive and undergo guidance from their supervisors. The factors analyzed include the role of networking and motivational supports provided by supervisors during postgraduate students’ research journey. This study explores the ways supervisors provide career mentoring and networking to prepare students for postgraduate careers, and how they inspire and emotionally assist students through inherent research challenges. The findings identify strengths in supervisory support and areas needing enhancement. The findings indicate that many students desire more hands-on help with methodology and writing and career mentoring emerges as an area where postgraduate support falls short of expectations. The study recommends that supervisor trainings be provided for supervisors and intending ones, and such trainings should be focused on writing guidance, networking, advising and motivation. By implementing such programs, universities can empower supervisors to optimally assist students, thereby enhancing experiences and outcomes.
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Thrasher, Ashley B., Stacy E. Walker, Dorice A. Hankemeier, and Thalia Mulvihill. "Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II." Journal of Athletic Training 51, no. 10 (2016): 771–79. http://dx.doi.org/10.4085/1062-6050-51.11.10.
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Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.
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Landon, Trenton J., and Jared C. Schultz. "Exploring Rehabilitation Counseling Supervisors’ Role in Promoting Counselor Development of Ethical Fluency." Rehabilitation Counseling Bulletin 62, no. 1 (2017): 18–29. http://dx.doi.org/10.1177/0034355217728912.
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Clinical supervision plays an integral role in the professional development of counselors, particularly for developing their awareness of ethical service delivery and decision making. This grounded theory study queried eight rehabilitation counseling supervisors, four from a state rehabilitation agency and four from a nonprofit community rehabilitation organization. The purpose of the study was to determine supervisor perspectives regarding their role in the development of ethical decision making in their supervisees. The emergent construct from the data is termed ethical fluency. Ethical fluency is a cognitive ability representing the interaction between acculturation knowledge, fluid reasoning, and the speed and accuracy with which ethical dilemmas are recognized and processed. Supervisors in this study reported playing a key role in developing ethical fluency in counselors, and the supervisory working alliance was an integral platform from which to approach discussions on ethics. Recommendations for improved practice and future research are provided.
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Keulemans, Shelena, and Sandra Groeneveld. "Supervisory Leadership at the Frontlines: Street-Level Discretion, Supervisor Influence, and Street-Level Bureaucrats’ Attitude Towards Clients." Journal of Public Administration Research and Theory 30, no. 2 (2019): 307–23. http://dx.doi.org/10.1093/jopart/muz019.
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Abstract Steering street-level bureaucrats is utterly complex due to their discretion and professional status which grant them relative autonomy from supervisory directives. Drawing from transformational leadership theory, this article explores the opportunities these work conditions provide for supervisory leadership at the frontlines. Looking at street-level bureaucrats’ attitude towards clients, we analyze how the frontline supervisor affects this core perception that protrudes the human judgments street-level bureaucrats are required to pass in their use of their discretion. Using a survey dataset of 971 street-level bureaucrats and their 203 frontline supervisors, this study shows that frontline supervisors function as an attitudinal role model to street-level bureaucrats. Moreover, their supportive leadership behaviors are crucial to them upholding a positive attitude towards clients. Supportive leadership does not unequivocally strengthen the supervisor’s position as an attitudinal referent, though. These findings challenge pessimistic assessments of the potential for supervisory leadership at the frontlines. Theoretical and practical implications are discussed.
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Hayati, Hanida, Muhammad Syaiful, and Khalifaturrahmah Khalifaturrahmah. "OPTIMALISASI PERAN PENGAWAS DALAM MENINGKATKAN MUTU PELAJARAN PENDIDIKAN AGAMA ISLAM." Hijri 10, no. 2 (2021): 73. http://dx.doi.org/10.30821/hijri.v10i2.11308.
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<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The argument of this article is that in an effort to improve the morals of students and build the character of the young Muslim generation, Islamic religious education subjects play an important role. Therefore, teachers and supervisors must be able to work together, while supervisors need to be more optimal in carrying out supervisory duties. The research method uses a qualitative approach to a literature review with analysis using content analysis. The research finding is that conceptually the supervisor's role is very crucial in improving the quality of education and learning quality. Supervisors greatly contribute to improving the quality of Islamic religious education learning. The author suggests that the government can systematically optimize the role of supervisors by first providing refreshments in the aspects of skills and commitment in carrying out their responsibilities as supervisors of Islamic religious education lessons.</p></td></tr><tr><td valign="top" width="369"><p><em>Optimization</em><em>, Supervisor, Islamic Education</em></p></td></tr></tbody></table>
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Jamaluddin, Jamaluddin. "SUPERVISION OF SCHOOL SUPERVISORS BASED ON SPIRITUAL APPROACH (An Initial Draft)." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 16, no. 4 (2022): 1482. http://dx.doi.org/10.35931/aq.v16i4.1179.
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<p><em>Madrasas are Islamic educational institutions that have a major role in developing Islamic education that is growing. This of course cannot be separated from the role of the government which regulates its governance, including by implementing supervision of its implementation as an effort to improve the quality of learning. School/madrasah supervisors have an important role in providing enlightenment and directing schools/madrasas so that they can run optimally. The purpose of this study is to design and develop a model for supervising school supervisors based on a spiritual approach so that the role of supervision is not only oriented to the right or wrong of a job but as a companion who can guide schools/madrasahs towards improvement in instructional based on a spiritual approach.</em><em>In the data collection process, library research methods were used and data collection was taken from the theory of educational supervision and Islamic teaching sources in order to obtain a spiritual-based supervision model that could be implemented in the supervisory activities of school/madrasah supervisors. The draft that has been compiled is then discussed involving experts consisting of lecturers and school/madrasah supervisors who are distributed via google form. The results of this study indicate that the supervisory model of school/madrasah supervisors based on a spiritual approach consists of: 1) supervisory duties as a mandate from Allah swt, 2) supervisor duties as a charity, 3) supervisor duties as the obligations of knowledgeable and knowledgeable people, 4) supervisor duties as the recipient of the baton of the struggle of the Prophet Muhammad.</em></p>
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Kumar, Vijay, Amrita Kaur, Sharon Sharmini, and Mohammad Noman. "‘Smile and Nod’ or More? Reassessing the Role of the Silent Supervisor in the Doctoral Viva." International Journal of Doctoral Studies 17 (2022): 263–77. http://dx.doi.org/10.28945/5002.
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Aim/Purpose: The study examines the perspectives of convenors, examiners, supervisors, and candidates to gather their views on the presence of the supervisor in oral examinations (doctoral viva) and to reassess the role of the mainly silent supervisor in the doctoral viva. Background: Supervisors are central to candidates’ doctoral journey, and their roles have been well documented. However, supervisors’ role in the doctoral viva remains elusive, insignificant, and misunderstood. Methodology: The study adopts a qualitative survey method and qualitative interviews to examine the perspectives of 94 participants, including conveners, examiners, supervisors, and candidates. Data were collected through in-depth interviews and an open-ended survey and was later analyzed using a qualitative approach. Contribution: The findings have implications for the doctoral viva and policies that seek to make it a collegial and equitable practice. Findings: The findings offer two main explanations that warrant supervisors’ physical presence in oral examinations: psycho-emotional support and procedural/regulatory purposes. Supervisors’ voices serve psycho-emotional and technical purposes and aid in dialogue and knowledge construction. Recommendations for Practitioners: It is recommended that practitioners need to move on from the customary ‘smile and nod’ role of supervisors to allowing their voices to be heard, perhaps at the end of the viva. This would not only facilitate candidates’ performance by offering affirmation and assurance through psychological and moral support but also provide an opportunity for discussion. Recommendation for Researchers: This study furthers our understanding of the ‘anatomy of a doctoral viva’ and examines a comprehensive picture of the supervisor’s role in a doctoral oral exam from all stakeholders’ perspectives. Impact on Society: The role of supervisors in the doctoral viva, beginning from the medieval period, has consistently evolved. The research provides a fresh outlook on supervision where the supervisor is not only recommended to be present during the viva, but also to play an active role. Future Research: Future research should include diverse cultural, institutional, and disciplinary contexts to advance our understanding of the supervisor’s role during oral exams. Also, whether supervisors should have a more active role independent of what a convenor may desire should be investigated.
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Jokisaari, Markku, and Jukka Vuori. "Leaders’ resources and newcomer socialization: the importance of delegation." Journal of Managerial Psychology 33, no. 2 (2018): 161–75. http://dx.doi.org/10.1108/jmp-09-2016-0274.
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Purpose Organizational socialization refers to the process by which newcomers learn to perform in their role and adjust to work after organizational entry. Unfortunately, there is little knowledge regarding organizational socialization from the supervisors’ perspectives, although the importance of supervisors in newcomer socialization is one of the most robust findings in the field. The purpose of this paper is to examine how supervisors’ perceived organizational support (supervisor POS) and the quality of their working relationships with newcomers (supervisor leader-member exchange (LMX)) relate to the delegation of authority to newcomers and how delegation in turn relates to newcomers’ work adjustment. Design/methodology/approach A sample of new employees completed questionnaires that included delegation and socialization outcome measures. Supervisors evaluated their POS and the quality of their working relationships with newcomers (LMX). Findings The results showed that supervisor POS moderated the relationship between supervisor LMX and delegation. Specifically, supervisors with high POS showed delegation to newcomers irrespective of their LMX. Conversely, when supervisors’ POS was low, a high LMX was related to delegation. The results further showed that delegation was positively related to newcomers’ role clarity, organizational knowledge, and job satisfaction. Finally, the results showed indirect effects of supervisor LMX on newcomers’ role clarity and job satisfaction through delegation contingent on supervisor POS. Originality/value This study showed that a supervisor’s social exchange relations both with the organization and with a new employee are important in the delegation of authority and responsibility to a newcomer and that this delegation in turn relates to newcomers’ work adjustment.
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MUSBAHAERI, MUSBAHAERI. "OPTIMALISASI KEDUDUKAN, TUGAS POKOK, DAN FUNGSI PENGAWAS PENDIDIKAN AGAMA ISLAM (PAI)." DIDAKTIKA 11, no. 2 (2019): 201. http://dx.doi.org/10.30863/didaktika.v11i2.166.
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Supervisors of Islamic Education (PAI) have a very important role in improving the quality of education both in terms of process and output. Its position as supervisor of PAI subjects in schools to support the implementation of the PAI teacher's duties. The main task is to plan supervision, foster, monitor, and assess the implementation of learning PAI, and prepare supervisor report. Function as a supervisor to carry out academic supervision for teachers PAI. The results of supervision will be the evaluation material to carry out the guidance of PAI teachers. Given the importance of the PAI supervisory duties, it is deemed necessary to optimize the position, the main duty and function so that the PAI supervisor is not considered an unnecessary position. This optimization involves enhancing local government and ministerial cooperation in managing the division of supervisory tasks, developing the profession of PAI supervisors, and making PAI supervisors the first priority to be equipped with the latest knowledge and information related to Islamic religious education.
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Ngindana, Rispa, Adnan Ibnu Faruki, Putri Utami, et al. "Keterbatasan pengawas sekolah dalam meningkatkan mutu pendidikan di masa pandemi." Ma'arif Journal of Education, Madrasah Innovation and Aswaja Studies 1, no. 1 (2022): 23–29. http://dx.doi.org/10.69966/mjemias.v1i1.4.
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The role of school supervisors during this pandemic is felt to be less than optimal in the supervision process, this is because there are several limitations or obstacles experienced by school supervisors. Some of the inhibiting factors come from factors within the supervisor (internal factors) and also factors from outside the supervisor (external factors). To overcome the problem regarding the inhibiting factors for school supervisors in carrying out their duties, there are several solutions including providing allowances for supervisors who work in schools that are far away and also building a conducive organizational environment so that teachers are able to be open with school supervisors. The purpose of this case study article is to analyze what factors cause the role of school supervisors to be not optimal in the process of implementing their supervision, by knowing what factors influence them, we can provide suggestions or solutions regarding the school supervisor's problems, especially during the pandemic. The research method used is literature study, namely research whose sources come from journals, scientific articles, literature reviews containing the concepts and discussions under study.
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Koh, Kim. "The Role of Intercultural Competence on Graduate Supervisor-Supervisee Relationship and Well-being." Journal of Educational Thought / Revue de la Pensée Educative 53, no. 2 (2020): 125–54. http://dx.doi.org/10.55016/ojs/jet.v53i2.71717.
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ABSTRACT: In light of the increasing trend toward internationalization, developing intercultural competence (ICC) in graduate supervisors and supervisees by providing professional learning opportunities has become progressively more important in higher education institutions. ICC improves the supervisor-supervisee relationship, which, in turn, contributes to individual and collective well-being. We begin this article by reviewing the definitions of ICC. Based on our document analysis of graduate supervision handbooks in Canadian research-intensive universities, we present the current availability of professional learning opportunities for graduate supervisors and supervisees to develop their ICC. We also report on the thematic analysis of our written self-reflections on the role of ICC in supervisor-supervisee relationship and well-being. We conclude the article by making recommendations for a range of professional learning opportunities.
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Thuan, Le Cong. "The role of supervisor knowledge sharing behavior in stimulating subordinate creativity." VINE Journal of Information and Knowledge Management Systems 50, no. 4 (2020): 597–613. http://dx.doi.org/10.1108/vjikms-08-2019-0124.
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Purpose Knowledge sharing is critical for employee creative performance. The purpose of this study is to investigate the impact of supervisor knowledge sharing behavior on subordinate creativity. Design/methodology/approach This study collected data by paper-based surveys at information technology organizations in southern Vietnam (N = 339). The hypotheses were tested by conducting a hierarchical regression analysis. Findings The results showed that supervisor knowledge sharing behavior positively affected subordinates’ creative performance. Further, the positive association between supervisor knowledge sharing behavior and subordinate creativity was reinforced by subordinate absorptive capacity and partially mediated by subordinate task-efficacy and subordinate domain knowledge. Practical implications Companies should choose individuals who frequently share their knowledge with others when staffing supervisory positions. Moreover, companies should encourage supervisors as well as give supervisors a substantial amount of time and opportunities to share their knowledge with their subordinates. Further, companies should encourage employees to proactively gain valuable knowledge shared by their supervisors. Finally, companies should provide employees with job training programs as well as encourage them to join these programs to improve their absorptive capacity. Originality/value This is one of the first papers to investigate whether supervisors can stimulate their subordinate creativity by sharing explicit and tacit knowledge. This study also contributes to the creativity literature by examining the mediating role of subordinate task-efficacy and subordinate domain knowledge and the moderating effect of subordinate absorptive capacity.
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Mashhady, Arash. "Supervisors as recipients and implementers of organizational change: evidence from an Indian chain hospital." Journal of Asia Business Studies 15, no. 3 (2021): 503–22. http://dx.doi.org/10.1108/jabs-07-2020-0275.
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Purpose Supervisors play an important role in the implementation of organizational policies and practices. This study aims to examine the role of supervisors as both recipients and main implementers of organizational change by investigating how supervisors’ relationship with organization would affect their attitude toward change (ATC) and how employees–supervisor relationship, as perceived by employees, would influence their reaction to change. Design/methodology/approach The influence of participation, perceived organizational support (POS) and mutual expectation clarity (MEC) on supervisors’ ATC was examined, along with the influence of leader–member exchange, perception of supervisor’s expressed ATC and also supervisors’ organizational status on employees’ ATC. Two studies were conducted in a chain hospital in India. Findings The findings suggest that supervisors’ ATC improved by higher participation, POS and MEC. Also, while employees’ change attitude was predicted by how they perceived their supervisors’ status, expressed reaction toward change and perception of employee–supervisor relationship, for employees who either perceived highly negative change attitude of their supervisors or believed that their supervisors had low organizational status, the employee–supervisor relationship had almost no effect on improving employees’ attitude. Originality/value Considering that supervisors often tend to engage in professional relationships with their subordinate employees, little is investigated on how, through the lens of relationships, supervisors may affect employees’ ATC. This paper attempts to make a difference by conducting two connected studies in a chain hospital to examine how supervisors – as recipients and implementers of organizational policies and practices – could influence employees’ ATC. The findings suggest managerial implications that could inform practitioners toward improvement of employee buy-ins for change programs.
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Hapsari, Melati Indri. "MODEL PEMBINAAN PENINGKATAN KOMPETENSI PENILIK." Perspektif Ilmu Pendidikan 24, no. XV (2011): 128–37. http://dx.doi.org/10.21009/pip.242.3.
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Non-formal education supervisors play an important role in providing and developing quality non-formal education. As their career development is based on their professional performance regulated in a credit system, many of the supervisors face hindrance to complete the requirement with the existing situation. This research introduces a model of supervisor’s competence development resulted from a research conducted in five districts in Central Java involving a number of non-formal education supervisor. The model was developed on the bases of supervisor’s competence mapping.
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Thuan, Le Cong. "Mechanisms underlying supervisor creativity-relevant skills and subordinate creativity." Evidence-based HRM: a Global Forum for Empirical Scholarship 8, no. 3 (2020): 315–26. http://dx.doi.org/10.1108/ebhrm-10-2019-0096.
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PurposeThe purpose of this study is to focus on exploring how supervisors with high creativity-relevant skills stimulate their subordinate creativity through subordinate creativity-relevant skills and creative role identity.Design/methodology/approachThis study analyzed the data gathered from 381 employees working in information technology (IT) organizations in Southern Vietnam using structural equation modeling (SEM).FindingsThe results indicate that supervisor creativity-relevant skills did not directly influence subordinate creativity. However, subordinate creativity-relevant skills and creative role identity fully mediated this association.Practical implicationsFirst, when staffing supervisory positions, organizations should consider individuals with a high level of creativity-relevant skills. Second, organizations should encourage supervisors to participate in training programs to develop knowledge and skills, in particular, creativity-relevant skills. Third, organizations should design a work environment that gives employees a substantial amount of time to interact with supervisors who have a high level of creativity-relevant skills. Finally, organizations should give supervisors opportunities for sharing their creativity-relevant skills with their subordinates.Originality/valueThis research is one of the first efforts to investigate the crucial role of supervisor creativity-relevant skills in enhancing subordinate creativity. Moreover, this research seeks to examine subordinate creativity-relevant skills and creative role identity as mediating mechanisms linking supervisor creativity-relevant skills with subordinates' creative performance.
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Adedokun, Theophilus, and Funsho Oyetunde-Joshua. "Strengthening Student-Supervisor Relationships: An Examination of Postgraduate Students' Perspectives on Supervisory Supports." JMSP (Jurnal Manajemen dan Supervisi Pendidikan) 8, no. 2 (2024): 95. http://dx.doi.org/10.17977/um025v8i22024p95.
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This study examined the role of supervisors in supporting postgraduate students from the students’ perspective. Through interviews with postgraduate students at two universities, the research aimed to understand how students perceive and experience guidance from their supervisors. The factors examined included meeting frequency, feedback, and guidance received by students from supervisors. The analysis identified strengths in supervisory support in these areas, as well as areas needing improvement. Results indicated quality feedback and regular communication had the greatest positive impact. However, many students desired more hands-on help with methodology and writing. The study recommends supervisor training programs focused on writing guidance and supervision skills. By implementing such programs, universities can enable supervisors to provide optimal student support, thereby improving experiences and outcomes. This research provides key insights into strengthening student-supervisor relationships
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Wieneke, Kaisa C., Karen S. Schaepe, Jason S. Egginton, et al. "The Supervisor’s Perceived Role in Employee Well-Being: Results From Mayo Clinic." American Journal of Health Promotion 33, no. 2 (2018): 300–311. http://dx.doi.org/10.1177/0890117118784860.
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Purpose: Novel approaches are needed to enhance employee well-being and perhaps supervisors can be an effective agent for worksite health promotion. The aim of this study was to examine the supervisor’s perceived needs, barriers, and role for influencing employee well-being for incorporation into program development. Design: Semistructured, qualitative interviews of supervisors. Setting: Large, integrated academic health-care organization with over 30 000 employees and 2600 supervisors having access to comprehensive well-being programs and a successful well-being champion network comprised of 600 champions. Participants: Twenty supervisors representing clinical, research, and administrative units. Methods: Semistructured, one-on-one interviews were conducted and audio recorded. Analysis included content log development and open coding by a trained analyst to reveal key themes. More formalized content coding using specialized software for qualitative analyses was also conducted. Results: Supervisor responses were wide ranging regarding their perceived and desired role in promoting workplace well-being. Barriers from the supervisor perspective included high current workload, ambivalence about promoting wellness, lack of support from leadership, lack of flexibility and control at work, and difficulty accessing on-site resources. They perceived their potential role in well-being as remaining a positive role model and encouraging their staff in wellness activities. Conclusion: Although findings are generated from a small sample size, these qualitative data provide compelling and early insights into building a workplace well-being strategy leveraging an underutilized key stakeholder, the workplace supervisor.
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Ahmed, Tasnim. "EXPLORING DOCTORAL SUPERVISION IN LAW EDUCATION: PERSPECTIVES IN TEACHING AND PEDAGOGY." Malaysian Journal of Learning and Instruction 22, no. 1 (2025): 1–22. https://doi.org/10.32890/mjli2025.22.1.1.
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Purpose - This paper explores the pedagogical practices employed in supervising law PhD students within law schools. The study adopts an auto-ethnographic approach to investigate the beliefs of both supervisors and students regarding teaching, learning, research and supervision. Methodology - An overarching auto-ethnographic method was used to examine the perspectives of students and supervisors on teaching, learning, research and supervision. Data collection spanned eight months and followed a multi-step process. The first set of data was obtained through a focus group comprising five supervisors from the Business and Law Faculty. The second set of data involved naturalistic observations of three supervisory meetings per supervisor and their respective students. The final set of data was collected through the observation of five student annual progression panel proceedings, focusing on the same five students whose supervisory sessions were previously observed. Findings - The observations revealed five distinct pedagogical approaches to teaching within the supervisory context. Additionally, participants’ beliefs were found to be interconnected, allowing for the identification of orientations. Participants aligned with a particular orientation exhibited a unique set of beliefs. It was noted that a supervisor’s choice of orientation influences the overall pedagogical approach adopted during supervision. Each orientation incorporated an element of teaching, highlighting the integral role of teaching within supervisory practices. Significance - The findings have significant implications for faculty professional development, particularly for staff involved in doctoral supervision. They provide insights into the dynamics of student learning during interactions between staff and students throughout the doctoral journey. These insights can inform future supervision training programmes, offering valuable guidance to novice supervisors and enhancing the overall doctoral supervision experience.
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Mack, Brenda M. "Addressing Social Workers’ Stress, Burnout, and Resiliency: A Qualitative Study with Supervisors." Social Work Research 46, no. 1 (2022): 17–28. http://dx.doi.org/10.1093/swr/svab032.
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Abstract Social work can be a purpose-driven, fulfilling profession of helping others, creating change, and fighting against injustice. It can also include regular exposure to the pain and suffering of others, extensive documentation requirements, and crisis management. Often when social workers are feeling overly stressed, supervisors play a critical role in addressing their health and wellness. Supervisors use a variety of approaches to raise supervisees’ awareness about the signs and symptoms of stress and burnout. They can make a positive difference in the lives of their supervisees by creating opportunities to discuss work-related challenges. There are both proactive and responsive options for supervisors to consider when cultivating resiliency with social workers. This exploratory study included 24 supervisors who described their approaches to addressing supervisees’ stress, burnout, and resiliency. Findings highlight the importance of relationships, communication, self-care, work–life balance, and resources for well-being. Implications emphasize the supervisory process, intrapersonal and interpersonal capacity building, and the National Association of Social Workers’ call to action in addressing self-care for those in the profession. The resiliency-focused strategies and suggestions offered are meant to support supervisors in their role of building and maintaining a healthy workforce.
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Sari, Nori Nopita. "MANAGERIAL SUPERVISION OF MADRASAH ALIYAH IN MUARO JAMBI: INSIGHTS FROM PRINCIPALS AND SUPERVISORS." International Journal of Education, Language, and Social Science 2, no. 2 (2024): 87–98. https://doi.org/10.62612/ijelass.v2i2.36.
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Madrasah supervisors play a critical role in enhancing the quality of madrasah education, as emphasized by the Regulation of the Minister of Religion. These regulations outline the duties and functions of supervisors, requiring them to demonstrate core competencies in three key areas: academic supervision, educational evaluation, and research and development. The purpose of this study was to determine the perception of the Madrasah principal regarding the planning of the supervisor's managerial supervision program, and to determine the perception of the Madrasah principal regarding the implementation of the supervisor's managerial supervision program for Madrasah Aliyah in Muaro Jambi Regency regarding the performance of his own supervisor, namely under the command of Mr. Alimuddin as the elected Supervisors' Working Group (Pojakwas) until 2024. This study uses a qualitative research method, by providing a comprehensive picture of reality regarding the perception of the madrasah principal regarding the performance of the managerial supervision of the supervisor of State Madrasah Aliyah in Muaro Jambi Regency with a case study approach to find out about activities at certain times and places by looking at their own experiences. The results of the study indicate that Madrasah Supervisors in Muaro Jambi Regency play an important role in improving the quality of education in various madrasahs through supervision and monitoring activities.
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Abid, Ahmad Dr. Fayaz Ali Shah Dr. Shahid Jan Kakakhel Shiraz Khan. Dr. Cedric Aimal Edwin. "Association of Abusive Supervision with Creativity and Work Engagement: The Moderating Role of Trust in Supervisor." Multicultural Education 7, no. 10 (2021): 355. https://doi.org/10.5281/zenodo.5567325.
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<em>Abusive supervisory behavior is considered to be the dark side of leadership that in a Higher Education Institute (HEI) can yield a variety of outcomes for the employees. This research study examines the association of abusive supervisory behavior as an independent variable and employees’ creativity and work engagement as dependent variables and explores the moderating effect of ‘trust in supervisor’ in these associations in higher education settings. Data was collected in two waves from 221 employees of private sector higher education institutes at Peshawar, Pakistan, working in administrative cadre through multistage random sampling procedure. Hierarchical least squares regression analysis was used to test the hypothesized model, using SPSS-25. Findings suggest that abusive supervisory behavior is negatively related to work engagement and creativity and trust in supervisor positively moderates these relationships. This implies that abusive supervision reduces the work engagement and creativity of HEI’s employees, however, this negative effect can be lowered/controlled by instilling trust in the supervisors. Consequently, HEIs managers need to encourage and reward supervisors to promote trusting relationships with employees to reduce the negative consequences of abusive supervisory behavior.</em>
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Cayley, Rachael. "Understanding Supervisory Practices: Commonalities and Differences in Ways of Working with Doctoral Writers." Canadian Journal for Studies in Discourse and Writing/Rédactologie 30 (April 29, 2020): 1–18. http://dx.doi.org/10.31468/cjsdwr.775.
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Thesis supervision is a crucial aspect of the doctoral writing experience. While scholarly attention to both doctoral writing and supervisory dynamics is increasing, supervisory support of doctoral students as novice academic writers is still an under-investigated topic. Not having a clear understanding of the way supervisors treat writing gives insufficient insight into a crucial aspect of the doctoral experience. To counter this lack of information about supervision as it pertains to writing, I conducted interviews with seven supervisors who were identified by their doctoral students as a good supervisor of writing. In this paper, I will discuss the practices that unified and those that distinguished these supervisors in their role as supporters of doctoral writing. The supervisors interviewed expressed similar ideas in three areas: reflexivity about academic writing; awareness of variability among doctoral writers; and acceptance of the profound challenges facing doctoral writers. In three other key areas, the supervisors expressed significant differences: attitudes towards the appropriate degree of supervisory support; commitment to writing support as professional development; and facilitation of peer mentoring. These patterns of commonality and difference suggest that good supervisory writing support may allow for significant variations while still drawing upon crucial shared precepts.
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Jarmain, Sally, Deborah Moreno-Chamorro, and Catherine Piggin. "The role of the designated prescribing supervisor: an evaluation." Journal of Prescribing Practice 5, no. 2 (2023): 68–76. http://dx.doi.org/10.12968/jprp.2023.5.2.68.
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Aim To understand the experience of non-medical prescribers undertaking the role of designated prescribing supervisor with students on the non-medical prescribing course for the first time. Methods Questionnaire completed by 34 designated prescribing supervisors, followed by semi-structured interviews with 10 designated prescribing supervisors. Findings There were four themes identified from the data. These were: knowledge and experience prior to undertaking the designated prescribing supervisor role; how the role of designated prescribing supervisor was enacted in practice; interactions and engagements necessary to support the designated prescribing supervisor and underpin students' professional development; and the way in which the designated prescribing supervisor role supports personal growth. Conclusion Designated prescribing supervisors in this evaluation described their role as consisting of coaching, advice and pastoral support. The supervision which they provided tended to be unscheduled and informal. Designated prescribing supervisors valued the support they received from the University and their Employer. Undertaking the role of designated prescribing supervisors was described as beneficial to their continuing professional development, it enhanced job satisfaction and provided a greater sense of self-worth.
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Handayani, Annedya, Yulastri Arif, and Zifriyanthi Minanda Putri. "The Role of the Managerial Function of Supervisor Model 4S towards Patient Safety Culture at Sawahlunto General Hospital." Bioscientia Medicina : Journal of Biomedicine and Translational Research 6, no. 10 (2022): 2292–99. http://dx.doi.org/10.37275/bsm.v6i10.594.
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Background: The culture of patient safety in hospitals is still not well implemented. Maintaining a patient safety culture is the responsibility of every healthcare professional. This study aims to explore the relationship between the supervisory function of the 4S model and the culture of patient safety at Sawahlunto General Hospital.
 Methods: This study is an observational study. A total of 52 respondents participated in this study. This study uses a questionnaire instrument to assess the role of supervisory and managerial functions in the 4S model with patient safety culture. Data analysis was performed by SEM-PLS.
 Results: There is a significant relationship between the characteristics of nurses and patient safety culture at Sawahlunto General Hospital. There is a significant relationship between the characteristics of supervisors and interpersonal supervisors with the managerial function of supervisors at Sawahlunto General Hospital.
 Conclusion: The managerial function of the Model 4S supervisor is related to the patient safety culture at Sawahlunto General Hospital.
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Abdul Hamid, Nor ‘Adha, Rosfazila Abd Rahman, Norfaezah Mohd Hamidin, Norziah Othman, and Nurkaliza Khalid. "MUTUAL CO-OPERATIONS AND IT TAKES TWO TO TANGO IN POSTGRADUATE SUPERVISION." International Journal of Education, Psychology and Counseling 7, no. 46 (2022): 583–93. http://dx.doi.org/10.35631/ijepc.746044.
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Having a supervisor who can work with students in an ideal way throughout the research process is something that is very helpful to students. PhD students or prospective students and their supervisors are a team. Although the parties who need to conduct research and complete the thesis report writing are the students, supervisors also have responsibilities and interests in the continuation of postgraduate studies. The precise cooperation of students and supervisors can usually be seen in the perfection and completion of an excellent theses. However, students need to first understand what the real role of supervisors so that students and supervisors can work well together. Among the role of the supervisor are to provide effective supervision, act as a mentor and guide and serve as an additional knowledge reference centre. Supervisors should also be able to play the role of advisor and provide guidance to students for more accurate sources of reference. The objective of this study is to discuss the mutual co-operations and it takes two to tango in postgraduate supervision and the responsibilities of both the supervisor and supervisee in creating a positive environment and an effective supervisory process for the effectiveness in the postgraduate studies. The three (3) sample of common issue and case studies in addressing the issues encountered in supervision and the possible solutions to such problems are simulated as an option in creating better solutions and minimizing among the challenges faced. The study found that it takes two of them to tango and play their roles and understand their respective responsibilities for successful postgraduate supervision process.
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Warfield, Janeece R. "Supervising Culturally Informed Modified Trauma-Focused Cognitive Behavioral Therapy." Journal of Cognitive Psychotherapy 27, no. 1 (2013): 51–60. http://dx.doi.org/10.1891/0889-8391.27.1.51.
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Supervision can be a dynamic and fluid process where the relationship between a supervisor and supervisee evolves and enhances the supervisee’s knowledge, attitudes, and skills through the use of various assessments and interventions. As a student encounters clients who have experienced trauma, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)—an empirically based model—can be implemented with diverse populations. Supervisors must ensure that the supervisees can adequately adapt TF-CBT to maintain the fidelity of the model while addressing the contextual variables of the client. Specifically, supervisors must ensure that supervisees have a solid understanding of trauma, child development, and the culture they are addressing. This article will address the role supervisors must take to teach supervisees how to implement the components of TF-CBT, including both application and collection of outcome measurements; how the model can be modified to reflect culturally informed practices; and how supervisors can process with supervisees the challenges of working with trauma-related cases.
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Fitri, Elsa, M. Nurzen S, and Muhammad Munawir Pohan. "THE ROLE OF SCHOOL SUPERVISORS IN CONTROLLING TEACHER QUALITY." PIONIR: JURNAL PENDIDIKAN 14, no. 1 (2025): 1. https://doi.org/10.22373/pjp.v14i1.27804.
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The role of school supervisors is crucial in enhancing the quality of education; however, their effectiveness in the context of junior high schools in rural areas has yet to be extensively studied. This research aims to analyze the role of school supervisors in controlling teacher quality at SMAN 3 Sungai Penuh, focusing on six indicators: inspecting, advising, monitoring, coordinating, reporting, and performing leadership. Using a qualitative approach, data were collected through in-depth interviews with one school supervisor and two teachers. The results indicate that the supervisor has performed their role quite well, but some areas need improvement, such as contextualizing supervision, balancing monitoring efforts, and decisiveness in decision-making. Based on these findings, the research proposes a new model called "Integrative-Contextual School Supervision" (PSIK), which integrates various aspects of the supervisor's role within a holistic and adaptive framework. This model offers a more comprehensive approach to school supervision, considering the complexities of contemporary educational contexts. Implementing PSIK can improve the effectiveness of school supervision, teacher quality, and, ultimately, the overall quality of education. This study paves the way for developing school supervision practices that are more responsive to the challenges of 21st-century education.Keywords: School Supervisor, Controlling, Teacher Quality
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Yoon, David J., and Joyce E. Bono. "Hierarchical power and personality in leader-member exchange." Journal of Managerial Psychology 31, no. 7 (2016): 1198–213. http://dx.doi.org/10.1108/jmp-03-2015-0078.
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Purpose The purpose of this paper is to examine the role of supervisor and subordinate personality in high quality supervisor-subordinate (leader-member exchange; LMX) relationships. Design/methodology/approach In this field study, 142 supervisors drawn from a leadership development program, and 509 of their subordinates, completed a personality survey and reported on the quality of their relationships. Findings Self and partner personality (agreeableness and extraversion), and the match between them were predictors of LMX. Consistent with approach/inhibition theory of power, personality traits of relationship partners had a stronger effect when the partner held a position of power (i.e. supervisors) than when the partner was a subordinate. Practical implications The results inform organizational selection by showing the importance of supervisory traits for the formation of high quality supervisor-subordinate relationships. They may also help organizations facilitate the development of high quality supervisory relationships. The findings also suggest that it is critical to consider the balance of power when assessing LMX, along with factors that lead to its development, or benefits that ensue from it. Originality/value To date, there is an assumption that certain traits predict the development of high quality relationships between supervisors and subordinates. The results point out the importance of considering the role of power in LMX relationships. The paper shows that the effects of supervisory traits, which are rarely examined in the context of LMX relationships, more strongly predict LMX than do the traits of subordinates.
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Grützmacher, Lisa S., and Carsten C. Schermuly. "A Social Learning Perspective on the Trickle-Down of Psychological Empowerment from Supervisor to Subordinate." Zeitschrift für Arbeits- und Organisationspsychologie A&O 65, no. 3 (2021): 138–52. http://dx.doi.org/10.1026/0932-4089/a000358.
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Abstract. Because of its relevance for organizations and their employees, psychological empowerment (PE) has received a great deal of attention in research and practice. Supervisors play an important role in the promotion of subordinates’ PE. In the present article, and on the basis of social learning theory, we examine how the supervisor’s perceived and self-reported PE influence the subordinate’s PE. The results of two multi-wave studies involving more than 1,000 participants suggest that the supervisor’s perceived PE can predict the subordinate’s PE. The supervisor’s self-reported PE did not affect the subordinate’s PE: PE does not seem to trickle down from supervisor to subordinate. The relationship between the supervisor’s perceived PE and the subordinate’s PE was stronger when trust in the supervisor was higher. Supervisors who want to promote subordinates’ PE through modeling should therefore ensure that they are perceived as psychologically empowered and invest in relationships of trust with their subordinates.
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Yulianto, Harry. "FASILITASI PENGAWAS SEKOLAH DALAM BERBAGI PRAKTIK BAIK PADA KEPALA SEKOLAH DI LUWU UTARA." Ekalaya: Jurnal Pengabdian Kepada Masyarakat Indonesia 2, no. 1 (2023): 206–11. http://dx.doi.org/10.57254/eka.v2i1.46.
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School supervisor as a part of education was help improvement the quality of education. School supervisors need to disseminate best practices to provide inspiration for schools. This activity aims to facilitate school supervisors to plan mentoring programs for headmaster on a regular basis. The activity was carried out offline (face to face) and was attended by school supervisors at the junior and senior high school levels in North Luwu. Methods of implementing activities: training and facilitation. Data analysis was using descriptive statistics. The results of the activities: (1) the school supervisor's facilitation activities were carried out well; (2) the results of the training indicated the participants had a high level of ability in absorbing knowledge and implementing basic concepts regarding the role of school supervisors for share best practices; and (3) the results of facilitation have a positive impact on school supervisors in designing mentoring activities for school principals
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Zaini, Muhamad, Nashuddin Nashuddin, and Wildan Wildan. "ANALYSIS OF SUPERVISORS’ PERFORMANCE IN APPLYING THEIR MAIN RESPONSIBILITIES AND FUNCTIONS IN ELEMENTARY." Primary: Jurnal Pendidikan Guru Sekolah Dasar 12, no. 1 (2023): 50. http://dx.doi.org/10.33578/jpfkip.v12i1.9253.
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This paper reports the performance of supervisors in terms of their main duties, functions, and roles in elementary schools. The research uses a qualitative approach. Data were collected through interviews, observation, and documentation. The research location was at Cluster VII, Kopang sub-district in Central Lombok. Informants in the research involved school supervisors, school principals, teachers, operators, and the Educational Government Office. The results of the research indicate the performance of supervisors is seen from the main tasks of supervisors in elementary school at Cluster VII Kopang that is carried out through several stages of activities. They are compiling and implementing a supervisory program, evaluating the results of program implementation, and conducting professional guidance and training for teachers and or school principals. The role of supervisors seen from their performance is to monitor learning planning and conduct coaching and training for teachers and school principals. The main duty of supervisors based on factors that have an impact on their performance is to supervise, either academically or managerially. The role of supervisors based on factors that have an impact on their performance is that there are supporting and inhibiting factors in applying their role as school supervisors. Supporting factors look like a good response from principals, teachers, and other staff in the school. While the inhibiting factor is that there are still teachers who are afraid to get a supervisor’s supervision because of the lack of preparation for learning administration they have.
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Ramadhani, Suci. "SUPERVISION OF THE HEAD OF MADRASAH IN IMPROVING THE PROFESSIONALISM OF TEACHERS AT THE THAWALIB TANJUNG LIMAU ISLAMIC BOARDING SCHOOL." PROGRES PENDIDIKAN 6, no. 1 (2025): 42–46. https://doi.org/10.29303/prospek.v6i1.1133.
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The purpose of this study is to describe how the principal ofThis study is to describe how the principal of the school as a supervisor in improving and balancing the professionalism of teachers at the Thawalib Tanjung Limau Islamic Boarding School. as a supervisor in improving and balancing the professionalism of teachers at the Thawalib Tanjung Limau Islamic Boarding School. The methods used in conducting this study are qualitative descriptive methods based on observations of the principal and researchers. used to carry out this research is a qualitative descriptive method based on observations of the principal and researchers. research findings show that the role of the supervisor as a supervisor is actually carried out legally by carrying out various tasks, such as organizing academic supervisors, implementing academic supervision, and evaluating academic supervisors. the role of the supervisor as a supervisor is actually carried out legally such as by carrying out various tasks such as organizing academic advisors, implementing academic advisors, and evaluating academic advisors supervisors. Improving the supervisor's ability to supervise the ability by providing guidance to teachers in using learning media, providing opportunities for students to practice reading and writing, and so on. supervising students by providing guidance to teachers in using learning, allowing students to practice reading and reading and writing, and so on.
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Jamal Bhais. "The role of educational supervisors in developing school administration in government schools in Yatta." Global Journal of Engineering and Technology Advances 17, no. 2 (2023): 106–19. http://dx.doi.org/10.30574/gjeta.2023.17.2.0234.
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The study aimed to investigate the role of educational supervisors in the development of school administration in government schools in the educational district of Yatta. To achieve this, a descriptive-analytical approach was employed, involving a personal interview with the study sample. The study population consisted of all educational supervisors working in the Directorate of Education in the city of Yatta, with a sample size of six supervisors. The following key results were obtained: · Supervisors play a significant role in developing the administrative process in schools, by: · The educational supervisor contributes to the introduction of new administrative methods to enhance school administration. · The educational supervisor assists the principals in developing the technical and managerial skills necessary for the educational process and school management. · Based on the study's findings, the following recommendations were formulated: · The necessity of selecting educational supervisors based on criteria and standards that ensure the realization of the concept of administrative supervision, where service in school administration is one of these criteria. Additionally, there is a need to enhance the relationship between the school and the supervisor with the local environment. · The differentiation between administrative supervisors and specialized supervisors.
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L. Orellana, Martha, Antònia Darder, Adolfina Pérez, and Jesús Salinas. "Improving Doctoral Success by Matching PhD Students with Supervisors." International Journal of Doctoral Studies 11 (2016): 087–103. http://dx.doi.org/10.28945/3404.
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A key aspect of the effective supervision of PhD research is the supervisor-student relationship. This interaction is affected by the characteristics and needs of students and institutional conditions, as well as the skills, attitudes, and roles of supervisors and their supervisory styles. When supervision is carried out at a distance, it entails an additional challenge, mainly concerning interaction. The purpose of this study is to improve the research process, supervision, and design of virtual environments in order to support this supervision. The study identifies the supervisory relationships that affect doctoral research conducted at a distance from the student’s academic institution. It also describes how students and their supervisors perceived the characteristics of supervision and the skills and attitudes students perceived in and expected from their supervisors. For data collection, semistructured interviews were used. The results indicate important differences between supervisors’ perceptions concerning their own role and students’ needs regarding supervision, and they demonstrate the importance of attending to student needs and, on the part of supervisors, exercising responsibility in the development of research competencies in students, as is the case of independence of criteria and autonomy.
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Tidjani, Afifah, and Zulfiyatul Lailiyah. "The role of academic supervision in improving teacher professionalism." Educenter : Jurnal Ilmiah Pendidikan 2, no. 2 (2023): 96–101. http://dx.doi.org/10.55904/educenter.v2i2.730.
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The role of academic supervision is very important to be held by an educational institution in improving the quality of teacher teaching and to achieve the goals that have been set. The quality of teacher teaching greatly affects the quality of a child's achievement. The purpose of this study is to determine the implementation of academic supervision as well as the supporting and inhibiting factors of academic supervision activities. The method used is a case study with a qualitative approach. The results of this study indicate that the implementation of academic supervision is carried out in three stages, namely: Conducting class visits every lesson hour conducted by each supervisor who has a supervision schedule, coaching teachers who have problems in teaching, evaluating the results of the supervisor's report. Supporting factors in the implementation of academic supervision are the role of the principal in motivating teachers who have problems in teaching, and facilities in the form of supervisor files. The large number of classes and the minimal number of supervisors make this academic supervision activity less than optimal. Because the supervisors themselves experience problems in visiting the classes to be supervised.
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Mothiba, T. M., M. S. Maputle, and D. T. Goon. "Understanding the Practices and Experiences of Supervising Nursing Doctoral Students: A Qualitative Survey of Two South African Universities." Global Journal of Health Science 11, no. 6 (2019): 123. http://dx.doi.org/10.5539/gjhs.v11n6p123.
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Doctoral supervision involves an intensive, interpersonal one-to-one relationship between the supervisor and the student. Supervisors have a responsibility to guide students when choosing their research topics and throughout the research process until completion of their research projects. The purpose of this study is to explore the practices and experiences of faculty members supervising doctoral nursing students in two selected universities in South Africa. This qualitative and explorative study involves all faculty members supervising doctorate nursing students at four South African Universities in Limpopo Province. A purposive sampling was used to select 15 participants who met the inclusion criteria. Data collection was through a telephonic in-depth unstructured interview. Probing was used to elicit more information from participants. Data were analysed through Tesch&rsquo;s open coding method. Findings reveal three themes as practices and experiences of supervision, namely: research supervisory role, knowledge of models of supervision, and guiding principles towards doctorate supervision. There is a need for orientation of research supervisors and doctoral students before they commence with their supervisory role. Policies and procedures for doctorate supervision need to be communicated to all supervisors. There should be continuous support for both supervisors and students during the process of supervision.
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Rahman, Misran, Asni Ilham, and Warni Tune Sumar. "IN AND ON SERVICE TRAINING CONCEPTUAL MODEL BASED ON ANDRAGOGY TO IMPROVE THE COMPETENCY OF SUPERVISOR OF EARLY CHILDHOOD EDUCATION PROGRAM (PAUD)." International Journal for Innovation Education and Research 5, no. 9 (2017): 61–66. http://dx.doi.org/10.31686/ijier.vol5.iss9.755.
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In Gorontalo Province, the role of Supervisors of Early Childhood Education (PAUD) is not as optimal as has been expected. We stated this based on the results of interviews done by researchers to the PAUD managers and tutors, which few supervisors have obstacles in guiding tutors to manage to learn and in guiding principals to manage early childhood institutions. The problem might cause by the improper recruitment of supervisors which was not involving the standardization, qualification, and competence of the supervisors. Consequently, it is necessary to improve the competence of PAUD supervisors by, one of them, education and training. Hence, In and On Service Training model based on andragogy presented here. The initial stage to develop this model is to provide the conceptual model. Therefore, the purpose of this early stage of research is to build the conceptual model of in and On service training based on Andragogy and its tools to improve the competence of PAUD supervisors. The method used in this research is development research, includes: (i) theoretical and regulatory study of supervisory, no formal education, and also education and training, (ii) surveys and identification of supervisor competency profiles, (iii) construction of conceptual model by workshops, and (iv ) Model validation. The result of the model consists of (i) Design of training models, tools, guides, and assessment instruments, (ii) teaching materials, (iii) supervisory evaluation tools, (iv) academic supervision tools, and (v) Managerial, supervisory material.
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Kindle-Skau, Helene, Ida Marie Eide, and Jan Skjerve. "Digital gruppeveiledning – en intervjuundersøkelse." Tidsskrift for Norsk psykologforening 61, no. 08 (2024): 521–30. http://dx.doi.org/10.52734/gmdc6992.
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Restriction during the pandemic forced supervisors to apply digital guidance of psychologists and students of psychology. This study seeks to shed light on the supervisors’ experiences with and assessment of online supervision. Semi-structured interviews were conducted with 15 supervisors. A qualitative consensus-based analysis of the interview material was then conducted to explore the supervisors’ experiences. The results revealed that supervisors had to pay particular attention to and make adjustments in order to compensate for challenges posed by the digital modality. The supervisors demonstrated a high degree of creativity. They made minor adjustments to their approach and to how they structured their supervisory sessions. The supervisors pointed out that the outcome of supervision does not rely solely on modality; a sense of security in the group setting, the context of the supervision and individual contributions from the supervisor and candidates also play a role. Several supervisors were positively surprised at the outcomes to the extent that they changed their attitudes to digital supervision. While many of them believed that the digital platform could provide a good supplement to physical sessions, they all preferred the physical modality. Keywords: clinical group supervision, online supervision, qualitative methodology
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Nugraha, Surya, and Nyoman Rusmiati. "Supervisor Efforts to Improve Service Quality and Guest Satisfaction at Makase Restaurant at Hotel Indigo Bali Seminyak Beach." Jurnal Manajemen Pelayanan Hotel 7, no. 2 (2023): 621. http://dx.doi.org/10.37484/jmph.070202.
Full textAbstract:
This study aims to determine the efforts of supervisors in improving service quality and guest satisfaction at Makase Restaurant at Hotel Indigo Bali Seminyak Beach, where this research has the formulation of the problem, (1) Supervisor's efforts to improve service quality and guest satisfaction at Makase Restaurant at Hotel Indigo Bali Seminyak Beach, (2) What constraints are faced by supervisors in efforts to improve service quality and guest satisfaction at Makase Restaurant at the Indigo Bali Seminyak Beach Hotel, and (3) How supervisors overcome obstacles in an effort to improve service quality and guest satisfaction at Makase Restaurant at Hotel Indigo Bali Seminyak Beach. This research uses qualitative research methods with primary data sources and secondary data. Data collection techniques by direct observation at the Makase Restaurant, interviews with supervisors regarding the supervisor's efforts to improve service and guest satisfaction at the Makase Restaurant, and documentation by taking pictures using a mobile phone. The research instruments used were recording equipment, interview lists, notebooks and laptops. The analysis presentation technique used is descriptive, by obtaining data obtained from research on supervisors' efforts to improve service quality and guest satisfaction at Makase Restaurant. The result of this study is that the supervisor's efforts have an important role in improving service quality and guest satisfaction in restaurants.
 Keywords: Effort, Supervisor, Improve, Quality, Service, Satisfaction.
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Cho, Younghee, and Sooim Kim. "The effects of supervisees' fear of negative evaluation on self-disclosure: the dual mediating effects of perceived supervisor authenticity & emotional connection." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 18 (2024): 579–94. http://dx.doi.org/10.22251/jlcci.2024.24.18.579.
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Objectives This study examined the role of perceived supervisor authenticity and emotional connection in the relationship between supervisees' fear of negative evaluation and self-disclosure. Methods Supervisees in counseling training were administered an online survey of fear of negative evaluation, perceived supervisor authenticity, emotional connection, supervisor self-disclosure scale, and demographic questions, and mediation and indirect effects were examined using bootstrapping in Process Macro. Results First, fear of negative evaluation was negatively related to perceived supervisor authenticity, emotional connection, and supervisee self-disclosure. Perceived supervisor authenticity was positively related to emotional connectedness and supervisee self-disclosure, and emotional connectedness and supervisee self-disclosure were positively related. Second, a single mediation effect test revealed a significant mediating effect of perceived supervisor authenticity on the effect of fear of negative evaluation on supervisee self-disclosure, but the mediating effect of emotional connectedness was not significant. Third, the results of the dual mediation test revealed a significant dual mediation effect of perceived supervisor authenticity and emotional connection on the effect of fear of negative supervisor evaluation on self-disclosure. Conclusions To increase supervisee self-disclosure, supervisors need to make an effort to be authentic and communicate, and supervisees need to make an effort to lower their fear of negative evaluation, perceive the supervisor's authenticity, and develop an emotional connection.
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Tourigny, Louise, Jian Han, and Vishwanath V. Baba. "Does gender matter?" Gender in Management: An International Journal 32, no. 8 (2017): 554–77. http://dx.doi.org/10.1108/gm-05-2016-0106.
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Purpose This study aims to explore how gender influences the impact of interpersonal trust among subordinates on spontaneous work behaviors such as sharing responsibility and knowledge and engaging in organizational citizenship behavior (OCB). The goal is to understand factors that contribute to the effectiveness of women as supervisors and subordinates in the manufacturing sector. Design/methodology/approach Data were gathered from 308 subordinates and 71 supervisors working in the manufacturing sector in mainland China using a survey methodology. Descriptive statistics, correlation, confirmatory factor analysis and hierarchical moderated regression were the statistical techniques used. Findings Results indicate that both affect- and cognition-based trust among subordinates positively impact responsibility- and knowledge-sharing behaviors, OCB-individual (OCB-I) and OCB-organization (OCB-O). For female subordinates, the gender of the supervisor alters the relationship between both forms of trust and responsibility-sharing behavior and OCB-O, but not knowledge-sharing behavior and OCB-I. Cognition-based trust plays a dominant role for male subordinates, while affect-based trust is more relevant to female subordinates. Finally, while the gender of the supervisor moderates the impact of both affect- and cognition-based trust, it is significant for female subordinates only. Research limitations/implications This study is not without limitations. First, the authors had access to a limited sample of female supervisors and female subordinates, which is not uncommon in the manufacturing sector that is mostly composed of male employees. Second, the cross-sectional nature of the study does not allow the capture of the impact of change in trust over time. However, it is believed that the multi-source design, the novelty of the study’s findings and their implications to interpersonal trust theory and supervisory practice compensate for the limitations. For starters, this study endorses the crucial role of interpersonal trust among employees in predicting important organizational behaviors. It corroborates the conceptual distinction between affect- and cognition-based trust and empirically validates the concepts of affect- and cognition-based trust, RSB, KSB and OCB in China. It uses multi-source data and measures behavioral outcomes of workers as observed by their immediate supervisors. These contributions speak to the empirical viability of our theoretical framework that may be useful to those contemplating cross-cultural research. Practical implications The study started with the question, does gender matter. The answer is that it does and that it has implications for human resource management. The gender of both supervisors and subordinates affect the way interpersonal trust among workers elicit desirable organizational behaviors such as sharing responsibilities, sharing knowledge and other forms of citizenship behavior. Female supervisors need to build trust among their female employees before they can expect effective organizational behavior. The story is different for male supervisors and male employees. This has implications in the way male and female supervisors are trained. It also has implications for work group formation and composition. What the study does not know is whether these findings are limited to the manufacturing sector or unique to China. It is recommended that a cross-cultural comparative research be undertaken to address those questions. Social implications In light of the study’s findings, it is proposed that supervisory training and development programs should take into consideration that female supervisors encounter more challenges in eliciting favorable behaviors on the part of female subordinates in a work environment that is male-dominated. Originality/value The unique value contribution of the study pertains to the role of gender – the gender of the supervisor and the gender of the subordinate in shaping organizational behavior. Specifically, the authors show that the supervisor’s gender influences the relationship between affect-based trust and RSB, KSB and OCB-O and the relationship between cognition-based trust and OCB-O. Their point is that these relationships are significant only for female supervisors. In addition, they show that gender similarity between the supervisor and the supervised matters, only when both are female. These findings limit the role of interpersonal trust in eliciting favorable organizational behavior across the board and question the portability of interpersonal trust theory across industries and cultures.
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Assist. Instructor: Sa’ad Mizher Karamallah. "English Language Teachers' Acceptability to their Supervisors and its Relationship to the level of their Commitment to the Supervisory Recommendations." journal of the college of basic education 26, no. 108 (2022): 600–626. http://dx.doi.org/10.35950/cbej.v26i108.5295.
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It is the responsibility of the educational supervisor to have many tasks and a heavy burden in giving directions that guide in-service teachers to encounter the accelerating and contemporary changes relating to scientific and technical knowledge and employing it in the educational process. The role of the educational supervisor has dramatically transformed from inspecting into guidance and then to the modern educational supervision that is based on established scientific basics which allow cooperative democratic dialogue. The present research aims at: 
 
 Identifying the level of EFL teachers' acceptance of the English
 
 language supervisors. 
 
 Identifying the level of EFL teachers' acceptance to the English
 
 language supervisors according to the following variables:
 
 Gender B. Degree hold C. years of in- service
 The level of EFL teachers ’commitment to the supervisory
 
 recommendations are given by the English language supervisors.
 
 The level of teachers ’commitment to the supervisory
 
 recommendations given by the English language supervisors according
 to variables of :
 
 Gender B. Degree hold C. years of in-service
 The connection of the level of acceptance and commitment to the
 
 Supervisory recommendations.
 The researcher adopted the descriptive approach to be the analysis method, and the research population is represented by the English language teachers at the Directorate General of Education Baghdad / Al- Rusafa/3 (919) EFL teachers. The sample overs (183)EFL teachers were distributed into three groups Gender, Degree hold, and years of service.
 The researcher sets two instruments namely an acceptance scale and a questionnaire. Results obtained show that there is acceptance of the supervisors by the EFL teachers and commitment to the supervisory recommendations given to them. The results also reflect that there is a positive direct relationship between the level of acceptance and the level of commitment to the supervisory recommendations.
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Alharbi, Hawazen, and Michele Jacobsen. "Educational Development for Quality Graduate Supervision." Papers on Postsecondary Learning and Teaching 1 (December 31, 2016): 41–46. http://dx.doi.org/10.55016/ojs/pplt.v1y2016.30327.
Full textAbstract:
Graduate supervisors need ongoing educational development to enhance and develop their supervisory skills. From new supervisors to the experienced ones, faculty members all benefit from gathering to discuss and exchange their experiences and supervision practices. Increasingly, research is focusing on the study of best practices for graduate supervision given the need to enhance the student/supervisor relationship and students’ satisfaction with the quality of supervision. Offering educational development opportunities for graduate supervisors is complicated and needs more attention from universities. This paper aims to shed some light on the role of graduate supervisors, the factors that contribute to a successful graduate supervision experience, the factors that contribute to the complexity of graduate supervision with a discussion of different types of support for a successful graduate supervision and lastly, by introducing the design of a MOOC that focuses on Quality Graduate Supervision to be offered at the University of Calgary.