Reframing Instructional Supervision in the Digital Era: A Thematic Analysis of Teachers’ Needs and Pedagogical Challenges

Abstract

Instructional supervision in early childhood education is intended to support teachers' professional growth, yet in digitally transforming schools it may remain dominated by administrative demands, limited time, and hierarchical evaluation. This study looked at kindergarten teachers' and administrators' views and understanding of instructional supervision, the problems they have, and how they may be supported in a digitalized setting. The study involved 57 kindergarten teachers and principals in Kendari, Indonesia. The study used a qualitative approach, including semi-structured interviews and document analysis, to collect data and conduct thematic analysis. Five related topics emerged. The results show that inadequate follow-up and hierarchical relationships impede introspective conversation, and supervision is often seen as an administrative burden rather than professional support. Additionally, participants' perceptions of supervision varied, ranging from misconceptions about its purpose to views of it as developmental advice. Although digital supervision was appreciated for reducing administrative workloads, boosting flexibility, and enabling readily available feedback, technology alone could not fully change supervisory interactions. The study therefore reframes digital supervision as a relational, reflective system that requires psychologically safe dialogue. Effective implementation should combine digitalization with leadership development, clear supervisory roles, continuous training, and mechanisms that reduce hierarchical barriers to teacher reflection.