MADRASAH PRINCIPAL’S ACADEMIC SUPERVISION AND TEACHER PERFORMANCE IN MADRASAH DINIYAH: A CASE STUDY IN BAWEAN, GRESIK

Abstract

This study aims to analyze academic supervision by the madrasah principal in improving teacher performance at MDTA Darul Mut'aallimin Bawean, Gresik. The study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation and analyzed through data condensation, data display, and conclusion drawing and verification. Data credibility was strengthened through source and technique triangulation. The findings indicate that academic supervision was implemented through planning, classroom observation, feedback, professional guidance, and follow-up. The process functioned not only as a monitoring mechanism but also as a professional development strategy that encouraged teachers to reflect on and improve their instructional practices. The supervised performance dimensions included lesson planning, instructional implementation, classroom management, interaction with students, assessment, and reflection. The findings further indicate that the effectiveness of supervision depends on the continuity of professional guidance, the quality of communication, and the principal’s ability to adapt supervision to the characteristics of Madrasah Diniyah as a non-formal Islamic educational institution. These findings highlight the importance of contextual, communicative, and sustainable academic supervision in supporting teacher professional development and instructional improvement.