Hidayatuloh, Sarip (2017) Pelaksanaan Supervisi Kepala Madrasah Dalam Meningkatkan Kinerja Guru di MTs At-Tholibi Nabung Selatan Kabupaten Lampung Utara. Masters thesis, IAIN Metro.

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Abstract

Principal supervision is one of a process which is designed specifically tosupport teachers in comprehending their daily task at school. In order all the tasksand routines can be implemented well and also their performance will increassignificantly.This research is aimed to investigate the role of principal supervision inincreasing teacher’s performance at MTs At-Tholibin Abung Selatan DistrictLampung Utara.

This research used qualitative approach with descriptive method.This research describes and answers some problems being a phenomenon fromsuch observed object. Data collecting of this research was taken trough interview,observation anddocumentation.

The informants of this research were the principal and the teachers of MTsAt-Tholibin Abung Selatan District Lampung Utara. The result of this researchshows us that: 1) some aspects which are supervised by the principal are teacher’sperformance especially lesson plan, learning process and learning evaluation, 2)the strategies the principal did in increasing the teacher’s performance trough:class visit, observation visit, meeting holding, workshop holding, and teachers’interview, 3) Feedback and further action of the principal supervision of MTs At-Tholibin Abung Selatan District Lampung Utara in increasing teacher’sperformance done trough trainings both internal and external, motivation, reward,andevaluation.

Based on the analysis of data obtained by the research findings in MTs at-Tholibin Abung District of South North Lampung District as follows: (1) theimplementation of supervision of learning undertaken by the headmaster markedwith supervision schedule through planning, implementation using models,approaches and techniques supervision, classroom observations conducted usinginstruments, and follow-up supervision. (2) Impact of supervision could improvethe professional competence characterized by increasing teachers in making thesyllabus and lesson plans independently.

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