Principal Supervision Management: Exploring Interconnected Functions and Teacher Instructional Practices in a Vocational School

Fahrizal Givandhika Nurmay; Sukirman; Dian Hidayati

doi:10.61255/itej.v4i3.1808

Authors

Fahrizal Givandhika Nurmay Universitas Ahmad Dahlan
Sukirman Universitas Ahmad Dahlan
Dian Hidayati Universitas Ahmad Dahlan

DOI:

https://doi.org/10.61255/itej.v4i3.1808

Keywords:

Academic Supervision, Instructional Practices, Principal Supervision Management, POAC Framework, Vocational Education

Abstract

Background: Principal supervision plays an essential role in supporting teachers' instructional practices; however, supervision is often implemented as fragmented administrative activities rather than an interconnected managerial process.

Aim: This study aims to explore how planning, organizing, actuating, and controlling (POAC) functions are interconnected within principal supervision management and how these processes relate to teachers' instructional practices in a vocational school.

Method: A qualitative case study was conducted at SMK Muhammadiyah 03 Weleri, involving four purposively selected participants comprising the principal, vice principal, and two teachers. Data were collected through semi-structured interviews, observations, and document analysis. Deductive and inductive coding were employed within an interactive analytical process, supported by source and methodological triangulation.

Results: The findings reveal that principal supervision management operates through four interconnected functions. Planning establishes supervision priorities based on institutional and teacher needs, while organizing distributes supervisory responsibilities among school personnel. Actuating involves program communication, classroom observation, and follow-up monitoring, whereas controlling connects evaluation and feedback with professional development and subsequent supervision planning. Participants reported changes in classroom management and engagement in professional learning, although these perceptions do not establish causal improvements in instructional performance.

Conclusion: Principal supervision management functions as a continuous managerial cycle linking planning, implementation, evaluation, and follow-up. These findings provide a context-specific understanding of interconnected supervision functions and their relevance to teacher professional development in vocational education.

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