Implementation of Educational Supervision Policies in Improving Teachers' Professional Competence

Abstract

The successful implementation of the Merdeka Curriculum requires significant pedagogical shifts, placing teachers' professional competence at the forefront. Educational supervision is a key policy lever for this development, yet its on-the-ground implementation in Indonesian schools remains under-explored, particularly regarding its actual mechanisms for improving teacher competence. This study aims to analyze the implementation process of educational supervision policy at SMAN 27 Bandung, focusing on its planning, execution, challenges, and its perceived impact on teachers' professional competence in the context of curriculum change. A qualitative case study was employed. Data were collected through in-depth interviews with the principal, vice-principal for curriculum, and 12 teachers, alongside non-participant observations of supervision sessions and analysis of school policy documents. Thematic analysis was conducted to identify patterns across the data. The study reveals that collaborative supervision planning fosters teacher ownership. However, implementation faces a central paradox: while reflective post-observation feedback is valued for professional growth, its effectiveness is hampered by inconsistent documentation and high administrative burdens, which limit systematic follow-up. The supervision process was found to strengthen teachers' instructional design skills, yet its impact on deeper pedagogical transformation varied significantly. The research highlights the critical need to integrate supervision documentation within school quality assurance systems and to protect time for meaningful reflective practice. It contributes to the literature on instructional leadership by illustrating how policy intent is mediated by local capacity and contextual constraints.