MANAGERIAL SUPERVISION FOR STRENGTHENING PRINCIPAL PERFORMANCE: COACHING, ASSESSMENT, AND FOLLOW-UP

Abstrak

Managerial supervision should extend beyond checking school administration to supporting principals in strengthening leadership and institutional management. This study examined supervisory practices, principal performance, and the relationship between assessment, coaching, and follow-up at a private Islamic secondary school in Sidoarjo, Indonesia. A descriptive qualitative design drew on purposively selected accounts from the supervisor, principal, teachers, education staff, and other school members, supplemented by observations and documents. Findings show that supervision involved monitoring management activities, direct communication, performance-assessment instruments, professional assistance, and improvement recommendations. The principal received scores of 3.571 for personality and social competence, 3.2608 for instructional leadership, 2.857 for school development, 2.875 for resource management, 3.4 for entrepreneurship, and 3.5 for learning supervision. School development and resource management were the comparatively lower-rated dimensions. Interviews indicated that the supervisor used assessment to identify coaching needs, while the principal favored role modelling, staff participation, gradual programme trials, and evaluation. The study concludes that the contribution of managerial supervision is best understood through the integration of evidence-based assessment, professional dialogue, and context-sensitive follow-up rather than through inspection frequency alone.