Supervision and Evaluation of Teacher Teaching in Instructional Leadership: A Perspective Based on Society 5.0
DOI:
https://doi.org/10.37134/mrj.vol12.sp.2.2023Keywords:
Instructional leadership, Supervision and evaluation, Society 5.0Abstract
Instructional leadership is often associated with student learning, teacher teaching competence and subsequently school performance. So it is not surprising that one of the important elements in instructional leadership is the supervision and evaluation of teachers' teaching which is very significant with all three of those things. In fact, Special Circular No. 3/1987 is also used as a source of authority for a principal to carry out supervision and evaluation of teachers in schools. Through the supervision and evaluation of teachers' teaching, the quality of teachers' teaching and learning is believed to be more guaranteed. However, among teachers, the elements of teaching supervision and evaluation are often seen as a field for punishment rather than the original goal of teaching improvement. Based on the issue, the question arises whether this situation is caused by the lack of emphasis on the humanitarian element in the existing instructional leadership models. Therefore, this study will explore the problems raised as well as the role of Society 5.0 elements in dealing with these problems. In order to achieve the objective, a semi-structured interview with three informants consisting of school leaders with experience in instructional leadership was carried out. The interview data was transcribed verbatim and then organized according to themes. The results of the interview analysis show that there are elements characteristic of local culture that need to be included in the existing instructional leadership model as an added value to improve the supervision and evaluation process. Therefore, this study has successfully developed the existing instructional leadership model and further enriches the reference source for educational leaders in Malaysia.
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