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Volume 7 , Number 3, May 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

Supervisory Strategies for Teacher Improvement in Islamic Education: 

Examining the Practices and Challenges 

 

Muhammad Al fatih1, Akhyak2, Asrop Syafi'i2  
1 Universitas Hasyim Asy'ari Jombang 

2 UIN Sayyid Ali Rahmatullah Tulungagung 

muhammadalfatih@unhasy.ac.id  

 

Accepted: 
Feb 28th 2025 

Reviewed: 
April 18th 2025 

Published: 
May 30th 2025 

 

Abstract 

This study examines the supervisory strategies employed in two Islamic educational institutions, MA 

Salafiyah Syafi'iyah Tebuireng and MA Perguruan Mualimat Jombang, to enhance teacher 

competencies in various aspects such as pedagogy, professionalism, and personal development. Using 

a qualitative, multisite approach, data were collected through interviews, observations, and 

documentation. The research reveals that academic supervision plays a significant role in improving 

the teachers' instructional planning, teaching methods, and evaluation processes. However, challenges 

such as time constraints, limited resources, and inconsistent supervision practices were identified. 

While both madrasahs share common supervisory strategies, such as regular feedback and peer 

collaboration, they differ in their intensity and resources for implementation. This study highlights the 

need for a more structured and resource-backed approach to academic supervision to overcome 

existing barriers and ensure sustainable teacher development. The findings contribute to the 

understanding of effective supervisory practices in Islamic education, emphasizing the importance of 

leadership and contextual strategies for teacher improvement. 

Keywords: academic supervision, teacher improvement, Islamic education, professional 

development, supervisory strategies, teacher competencies, challenges in supervision, madrasah. 

 

INTRODUCTION 

Academic supervision in Islamic education plays a vital role in enhancing the professional 

competencies of teachers, ensuring the delivery of high-quality education that integrates both 



 

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academic knowledge and moral development. Academic supervision practices, as emphasized by 

Glickman 1, are not solely concerned with evaluating teacher performance but also aim to foster a 

collaborative environment that promotes the development of teaching strategies and the personal 

growth of educators. Supervisory practices within Islamic institutions, where both academic rigor and 

spiritual growth are central, present unique challenges and opportunities. Effective supervision 

significantly impacts teacher performance by supporting both pedagogical development and ethical 

teaching practices 2. However, despite the importance of academic supervision in improving teaching 

effectiveness, several barriers hinder its optimal implementation, such as time constraints, lack of 

resources, and inconsistent practices 3. 

Previous research has established that the role of school leadership is crucial in shaping the 

effectiveness of academic supervision. Suharsimi Arikunto4 identifies that the leadership style of the 

head of the madrasah plays a central role in establishing an environment that supports teacher 

development. Several studies, including those by Hassan and Syadzili5, underline the importance of 

leadership that aligns with the cultural and contextual needs of the educational setting. However, there 

remains limited research focusing on how these leadership strategies specifically influence teacher 

competency in Islamic schools, especially in the context of Indonesian madrasahs. 

The novelty of this study lies in its focus on two Islamic educational institutions in Jombang, 

MA Salafiyah Syafi’iyah Tebuireng and MA Perguruan Mualimat, both of which implement distinct 

strategies to improve teacher performance. While existing literature has addressed the role of academic 

supervision in general 6, few studies have examined how such strategies are applied within Islamic 

educational settings, particularly in the context of Indonesia's diverse educational landscape7. 

Moreover, this study contributes to the existing body of knowledge by highlighting the unique 

challenges faced by these institutions, such as resource limitations and inconsistent supervisory 

practices, and how these challenges impact the overall effectiveness of academic supervision. 

Despite the growing body of research on academic supervision in Islamic educational 

institutions, gaps remain in understanding the impact of supervisory practices in Jombang, a region 

with a rich history of Islamic education. Studies by Glickman 8 and McGregor 9 have explored the 

 
1 Carl D Glickman, Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction. (ERIC, 1981). 
2 T J Sergiovanni and R J Starratt, Supervision: A Redefinition (McGraw-Hill Education, 2018). 
3 Shannon C McGregor, “Social Media as Public Opinion: How Journalists Use Social Media to Represent Public 

Opinion,” Journalism 20, no. 8 (2019): 1070–1086. 
4 Suharsimi Arikunto and Lia Yuliana, “Manajemen Pendidikan,” Yogyakarta: Aditya Media (2008). 
5 Roslizam Hassan, Jamilah Ahmad, and Yusof Boon, “Instructional Leadership Practice and Professional Learning 

Community in the Southern Zone of Malaysia,” Universal Journal of Educational Research (2019); Muhamad Fatih Rusydi 

Syadzili, “Polarisasi Tahapan Kepemimpinan Transformatif Pendidikan Islam,” Al-Tanzim : Jurnal Manajemen Pendidikan 
Islam 3, no. 1 (2019): 55–81. 

6 Glickman, Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction.; Sergiovanni and Starratt, 
Supervision: A Redefinition. 

7 McGregor, “Social Media as Public Opinion: How Journalists Use Social Media to Represent Public Opinion.” 
8 Glickman, Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction. 
9 McGregor, “Social Media as Public Opinion: How Journalists Use Social Media to Represent Public Opinion.” 



 

Volume 9, Number 1, May  2025| 181 

  

broader frameworks of academic supervision, but little has been done to compare supervisory 

strategies across different madrasahs in Indonesia, particularly those located in rural or semi-rural areas 

like Jombang. This gap is crucial as the contextual and cultural differences across educational 

institutions often lead to varying levels of supervision effectiveness 10. Furthermore, there is limited 

research on the challenges these institutions face in implementing effective supervision, especially 

given the socio-cultural influences on education 11. 

This research, therefore, addresses these gaps by examining the strategies implemented at MA 

Salafiyah Syafi'iyah Tebuireng and MA Perguruan Mualimat, identifying how leadership influences 

these strategies and how challenges such as time constraints, limited resources, and inconsistent 

practices affect the overall effectiveness of academic supervision. The study utilizes a qualitative 

research design, combining interviews, observations, and document analysis to explore how these 

strategies influence teacher competencies and the challenges faced by school leaders. By focusing on 

these two madrasahs, the study provides valuable insights into how academic supervision can be 

adapted to better suit the specific needs of Islamic educational settings in Indonesia 12. 

The findings of this study aim to contribute to the broader discourse on improving academic 

supervision in Islamic educational institutions, particularly in the context of Islamic values and 

traditions 13. The research also aims to offer practical recommendations for educational leaders and 

policymakers on how to refine supervisory practices, thereby fostering sustainable teacher 

development and improving educational outcomes 14. 

 

METHOD 

This study employs a qualitative research approach to explore the supervisory strategies and 

challenges faced by two Islamic educational institutions in Jombang, MA Salafiyah Syafi’iyah 

Tebuireng and MA Perguruan Mualimat. The research design focuses on understanding the impact of 

academic supervision on teacher competencies and identifying the specific challenges that affect the 

effectiveness of supervisory practices in these institutions. 

Research Participants/Subjects 

The participants in this study include school leaders (headmasters) and teachers from MA Salafiyah 

Syafi’iyah Tebuireng and MA Perguruan Mualimat Jombang. The selection of participants was 

 
10 Sergiovanni and Starratt, Supervision: A Redefinition. 
11 Natalihasto Kristijono et al., Social Media Data Explication to Support Study on Leadership Style for Sustainable Investing, 

2020. 
12 John W. Creswell, Research Design : Qualitative, Quantitative, and Mixed Methods Approaches, 2012. 
13 Mr Jujris et al., “Educational Management Study On College For Islamic Instruction,” 2020. 
14 Idris H.M. Noor, Herlinawati, and Etty Sofyaningrum, “The Academic Supervision of the School Principal: A 

Case in Indonesia,” Journal of Educational and Social Research 10, no. 4 (2020): 81–93. 



 

Volume 9, Number 1, May  2025| 182 

  

purposive, focusing on those directly involved in the academic supervision process. In total, the study 

involved: 

1. Two headmasters (one from each madrasah) 

2. Ten teachers (five from each madrasah) who were actively involved in the academic 

supervision process and had experienced its various phases (planning, implementation, and 

follow-up). 

The participants were chosen based on their roles in the supervisory process, ensuring that they 

could provide relevant insights into the strategies employed and the challenges faced in implementing 

academic supervision. 

Data Collection Method 

To achieve an in-depth understanding of the supervisory strategies and challenges, the data was 

collected using the following methods: 

1. Interviews: Semi-structured interviews were conducted with school leaders (headmasters) and 

teachers. The interviews allowed for a flexible exploration of participants’ experiences with 

academic supervision and provided an opportunity to gather both descriptive and reflective 

data. Each interview lasted between 45 to 60 minutes and was conducted in Indonesian. The 

interviews were audio-recorded with the consent of the participants and transcribed for further 

analysis. 

2. Observations: Direct observations of the supervisory process were conducted at both 

madrasahs. This involved attending supervisory meetings, classroom observations, and 

reviewing the feedback provided to teachers. The purpose of these observations was to gain 

insight into the actual implementation of academic supervision and how it affects teacher 

development in practice. Observations were conducted over a period of two months to 

capture a comprehensive view of the supervision process. 

3. Document Analysis: Relevant institutional documents were reviewed, including supervision 

schedules, feedback forms, teacher performance evaluations, and training records. This 

document analysis helped to understand the formal structure of supervision in both madrasahs 

and provided additional context to the data obtained from interviews and observations. 

Data Collection Instrument 

The primary instruments used for data collection were: 

1. Interview Guides: A semi-structured interview guide was developed to facilitate open-ended 

conversations with participants. The guide included questions focused on: 

a. The strategies used for academic supervision 



 

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b. Teachers' experiences and challenges with supervision 

c. The role of the headmaster in the supervision process 

d. The perceived impact of supervision on teacher competencies 

e. Challenges faced in implementing effective supervision 

2. Observation Checklist: An observation checklist was used to guide the researcher during 

classroom visits and supervisory meetings. This checklist ensured that important aspects of 

the supervision process, such as feedback delivery, teacher engagement, and the use of 

pedagogical strategies, were recorded. 

3. Document Review Framework: A framework for document analysis was created to identify 

key documents related to supervision, such as meeting notes, feedback reports, and training 

plans. This helped in triangulating the data and providing a more comprehensive 

understanding of the supervision process. 

Data Analysis 

The data analysis process followed a thematic analysis approach, which is suitable for qualitative data 

and allows for the identification of patterns and themes in the responses from interviews, 

observations, and documents. 

1. Transcription and Coding: The audio recordings from the interviews were transcribed 

verbatim. The transcriptions were then coded to identify recurring themes and concepts 

related to supervisory strategies, teacher competencies, and the challenges faced in supervision. 

2. Theme Development: Through a process of constant comparison, codes were grouped into 

broader themes that addressed the key research questions. The themes were derived 

inductively from the data, allowing for flexibility in capturing new insights as the research 

progressed. 

3. Triangulation: To increase the validity and reliability of the findings, data triangulation was 

employed by comparing data from the three sources: interviews, observations, and documents. 

This helped to cross-check information and ensure that the findings were consistent across 

different methods. 

4. Interpretation: After identifying the key themes, the findings were interpreted in the context 

of the research questions. This interpretation involved making connections between the 

strategies employed in supervision and the challenges identified by the participants, as well as 

linking these findings to the broader literature on academic supervision in Islamic education. 

 

RESULT 



 

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Supervisory Strategies in MA Salafiyah Syafi'iyah Tebuireng and MA Perguruan Mualimat 

MA Salafiyah Syafi'iyah Tebuireng 

At MA Salafiyah Syafi'iyah Tebuireng, academic supervision is carried out with a highly structured 

and intensive approach. The headmaster of the institution prioritizes regular classroom observations, 

personal feedback sessions, and continuous teacher evaluations. Supervisory activities are conducted 

on a monthly basis, with follow-up meetings held after each observation. The headmaster uses a 

participatory approach, involving teachers in discussions to identify strengths and areas for 

improvement. Additionally, teachers receive personalized feedback that not only addresses their 

pedagogical techniques but also encourages moral and ethical development, aligning with the values 

of the pesantren. 

The findings show that this structured approach has a positive impact on teachers’ professional 

growth. Teachers reported increased confidence in lesson planning, better engagement with students, 

and improved evaluation skills. However, some challenges were noted, particularly regarding time 

constraints due to the headmaster’s multiple responsibilities, which sometimes delayed the scheduling 

of follow-up sessions. 

MA Perguruan Mualimat 

In contrast, MA Perguruan Mualimat adopts a more flexible and informal approach to academic 

supervision. The headmaster emphasizes collaborative learning, where teachers are encouraged to 

share best practices during informal meetings. Supervision is conducted based on individual teacher 

needs, with less frequent but highly tailored sessions. The headmaster focuses on peer reviews and 

encourages teachers to engage in self-reflection and continuous learning. 

Teachers at MA Perguruan Mualimat expressed that this flexible approach provided them with 

autonomy and personal responsibility in their development. However, the less frequent supervisory 

meetings and the informal nature of the feedback led to some inconsistency in the implementation of 

the feedback. Teachers reported that they sometimes lacked clear guidance on how to improve specific 

teaching strategies, which affected their ability to address certain pedagogical challenges effectively. 

Challenges in Implementing Effective Academic Supervision 

The study revealed several challenges faced by both madrasahs in implementing academic 

supervision: 

1. Time Constraints: Both institutions struggled with time management due to the high volume 

of administrative duties required of school leaders. The headmasters, especially at MA 

Salafiyah Syafi'iyah, found it difficult to balance supervisory duties with other responsibilities, 

which sometimes led to delayed feedback and missed opportunities for follow-up meetings. 



 

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This finding aligns with previous research by Jaenab15 , who identified time as a major barrier 

to effective academic supervision. 

2. Limited Resources: At both madrasahs, resource limitations were a significant constraint. MA 

Salafiyah Syafi'iyah had more access to external training programs and a better infrastructure 

to support supervisory activities. In contrast, MA Perguruan Mualimat faced challenges due 

to the lack of funding for external training and limited access to modern teaching tools. This 

disparity in resources highlights the importance of institutional support in fostering effective 

teacher development, as noted by Syafaruddin 16. 

3. Inconsistent Supervisory Practices: The research found that while the overall supervisory 

strategies at both madrasahs aimed at improving teacher competencies, the inconsistency in 

their implementation affected the outcomes. Teachers at MA Perguruan Mualimat, for 

instance, sometimes felt that the feedback lacked specificity and was not always actionable. 

This inconsistency was primarily attributed to the lack of a standardized framework for 

supervision, which is a common issue in many educational institutions 17. 

4. Cultural and Contextual Challenges: Both institutions faced challenges in balancing traditional 

Islamic values with modern educational practices. At MA Salafiyah Syafi'iyah, the emphasis on 

moral guidance in the supervision process sometimes overshadowed the focus on purely 

pedagogical development. Conversely, at MA Perguruan Mualimat, the more modern 

approach to supervision sometimes clashed with the deeply ingrained Islamic traditions of the 

madrasah, creating a tension between the spiritual and academic dimensions of teaching. 

Impact of Supervisory Strategies on Teacher Competencies 

Despite these challenges, the study found that academic supervision positively influenced the 

professional competencies of teachers at both madrasahs. At MA Salafiyah Syafi'iyah, teachers 

reported a significant improvement in their lesson planning and classroom management skills as a 

result of the structured and consistent feedback provided by the headmaster. Teachers also felt more 

motivated to integrate innovative teaching methods in their classrooms, as they received guidance on 

adapting their lessons to the needs of the students while adhering to Islamic values. 

At MA Perguruan Mualimat, teachers appreciated the freedom and autonomy provided by the 

flexible supervisory approach. However, the lack of a formalized system for feedback led to some 

gaps in the development of specific teaching skills. Teachers at this institution reported improvements 

 
15 Siti Jaenab, Sutaryat Trisnamansyah, and Sofyan Sauri, “Academic Supervision Of Madrasah Heads In Improving 

Teacher Performance In Karawang State Madrasah Aliyah,” International Journal of Educational Research & Social Sciences 3, 
no. 4 (2022): 1663–1673. 

16 Syafaruddin Syafaruddin, Mesiono Mesiono, and Indrasyah Sitompul, “Teacher Career Development Management 
at Madrasah Aliyah Negeri,” AL-ISHLAH: Jurnal Pendidikan (2021). 

17 Sergiovanni and Starratt, Supervision: A Redefinition. 



 

Volume 9, Number 1, May  2025| 186 

  

in their pedagogical approaches, but often felt uncertain about how to address certain teaching 

challenges without more specific guidance. 

Overall, the study suggests that structured supervision, such as that implemented at MA Salafiyah 

Syafi'iyah, tends to result in more consistent teacher development and higher levels of teacher 

competence. However, flexibility in supervision, as seen in MA Perguruan Mualimat, allows for more 

personalized development but may require better follow-up mechanisms to ensure that feedback leads 

to measurable improvements. 

 

 

DISCUSSION 

The Role of Supervisory Strategies in Teacher Competencies 

The results of this study indicate that academic supervision significantly impacts the 

development of teacher competencies, albeit in different ways depending on the supervisory approach 

used at MA Salafiyah Syafi'iyah Tebuireng and MA Perguruan Mualimat Jombang. At MA Salafiyah 

Syafi'iyah, the structured and intensive supervisory approach led to notable improvements in teachers' 

lesson planning, classroom management, and pedagogical strategies. This finding aligns with the work 

of Glickman 18, who emphasizes the importance of a systematic, structured approach in academic 

supervision to ensure consistent teacher development. Similarly, Sergiovanni & Starratt 19 argue that a 

strong supervisory framework, which includes regular feedback and performance evaluations, can 

significantly enhance teacher efficacy and competence. 

On the other hand, at MA Perguruan Mualimat, the more flexible, informal supervision allowed 

teachers to have greater autonomy and responsibility for their professional development. While this 

approach empowered teachers, it also resulted in inconsistent feedback, which some teachers 

perceived as less actionable. This outcome reflects Rawati's 20 findings that a lack of structure in 

supervision may lead to ambiguity in the feedback process, hindering the effectiveness of teacher 

development. The differences between the two madrasahs in terms of supervision styles point to a 

significant gap in the literature regarding the effectiveness of flexible versus structured supervision, 

particularly in Islamic educational settings. 

Impact of Supervisory Leadership 

The leadership style of the headmaster plays a pivotal role in determining the effectiveness of 

academic supervision. At MA Salafiyah Syafi'iyah, the headmaster adopted a participatory leadership 

 
18 Glickman, Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction. 
19 Sergiovanni and Starratt, Supervision: A Redefinition. 
20 Rawati Rawati, Murniati Murniati, and Niswanto Niswanto, “Implementation of Principal Academic Supervision 

in Improving Teacher Performance,” AL-ISHLAH: Jurnal Pendidikan (2022). 



 

Volume 9, Number 1, May  2025| 187 

  

style, ensuring regular engagement with teachers through personalized feedback and collaborative 

discussions. This approach aligns with Sergiovanni 21, who suggests that effective leadership in 

academic supervision is rooted in creating a supportive environment that encourages continuous 

professional growth. Teachers at MA Salafiyah Syafi'iyah reported feeling supported and motivated to 

improve their teaching practices, which resonates with the findings of Purwanto 22, who emphasizes 

that strong leadership is key to fostering teacher professionalization. 

In contrast, at MA Perguruan Mualimat, while the leadership style was more collaborative, the 

lack of structured, consistent supervision created gaps in teachers' development. Teachers appreciated 

the autonomy provided by the headmaster but expressed a need for more frequent and targeted 

feedback. The findings at MA Perguruan Mualimat suggest that leadership that is too flexible may 

result in missed opportunities for targeted professional development, especially when teachers do not 

receive adequate guidance on specific teaching challenges. This observation supports McGregor’s 

(2019) argument that effective leadership in academic supervision requires balance—combining 

flexibility with structured guidance to ensure teachers can address areas for improvement. 

Challenges in Implementing Academic Supervision 

The challenges identified in this study—time constraints, resource limitations, and inconsistent 

practices—are consistent with previous research on the barriers to effective supervision in educational 

institutions. Sulhan23 and Sergiovanni & Starratt 24 both highlighted time as a significant constraint 

that prevents school leaders from conducting regular supervision. The headmasters of both madrasahs 

expressed difficulty in balancing administrative duties with the need for regular observation and 

feedback sessions. These findings echo the broader concern raised by Suharsimi Arikunto 25, who 

noted that excessive administrative workload often leads to reduced focus on direct supervisory 

activities. 

Additionally, the issue of limited resources, particularly at MA Perguruan Mualimat, where the 

lack of funding for external training and professional development programs was a major challenge, 

aligns with Laksono's 26 findings, which highlighted that resource limitations directly affect the quality 

and frequency of academic supervision. The disparity in resources between the two institutions also 

emphasizes the importance of institutional support in implementing effective supervision. Purwanto 

 
21 Sergiovanni and Starratt, Supervision: A Redefinition. 
22 Agus Purwanto et al., “Gaya Kepemimpinan Di Madrasah Aliyah: Authentic, Tansformational, Authoritarian Atau 

Transactional?,” Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 5, no. 1 (2020): 15–31. 
23 A Sulhan and L Hakim, “Emancipating Islamic Education Management through Good-Quality Santri Character 

Cultures: Insights from Indonesia,” Eurasian Journal of Educational Research 2023, no. 103 (2023): 197–214, 
https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85165946475&doi=10.14689%2Fejer.2023.103.012&partnerID=40&md5=be8b2f9be3825a7f22ace2aa5edf3b11. 

24 Sergiovanni and Starratt, Supervision: A Redefinition. 
25 Arikunto and Yuliana, “Manajemen Pendidikan.” 
26 Tio Ari Laksono, “Analisis Kepala Madrasah Sebagai Supervisor Di Lembaga Pendidikan Islam,” LEADERIA: 

Jurnal Manajemen Pendidikan Islam (2021). 



 

Volume 9, Number 1, May  2025| 188 

  

27 argues that resource allocation for teacher development, including funding for training programs, is 

essential to achieving consistent and impactful supervision. 

The challenge of inconsistent supervisory practices was particularly evident at MA Perguruan 

Mualimat, where feedback was sometimes vague and not always linked to clear, actionable steps for 

improvement. This inconsistency mirrors the findings of Sergiovanni 28, who suggests that a lack of 

standardized supervision frameworks can result in subjectivity in feedback, making it harder for 

teachers to track their progress. This gap in the supervisory process further highlights the need for a 

structured and coherent framework for academic supervision, as advocated by Glickman 29. 

 

 

Cultural and Contextual Considerations 

One of the most significant contributions of this research lies in its emphasis on the cultural and 

contextual dimensions of academic supervision in Islamic educational settings. The tension between 

traditional Islamic values and modern pedagogical practices was evident in both madrasahs. At MA 

Salafiyah Syafi'iyah, the headmaster’s emphasis on moral and ethical development alongside 

pedagogical guidance reflects the institution's roots in pesantren culture, where the cultivation of 

character is as important as academic learning. This aligns with the findings of Purwanto 30 , who 

emphasizes that Islamic education systems often incorporate spiritual and moral aspects into the 

professional development of teachers, a practice not commonly found in secular schools. 

At MA Perguruan Mualimat, the more modern, performance-oriented approach to supervision, 

though effective in some respects, occasionally clashed with the institution's Islamic values. This 

cultural dissonance points to a broader gap in the literature regarding the integration of Islamic values 

into the supervision process. Rahayu 31 argues that for supervision to be truly effective in Islamic 

educational settings, it must incorporate the spiritual dimension of teaching, ensuring that pedagogical 

development goes hand-in-hand with character building. 

This study contributes to existing literature by providing empirical evidence of the different 

supervisory strategies employed in Islamic educational institutions and their impact on teacher 

competencies. Previous studies, such as those by Glickman 32 and Sergiovanni & Starratt 33, have 

 
27 Purwanto et al., “Gaya Kepemimpinan Di Madrasah Aliyah: Authentic, Tansformational, Authoritarian Atau 

Transactional?” 
28 Sergiovanni and Starratt, Supervision: A Redefinition. 
29 Glickman, Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction. 
30 Purwanto et al., “Gaya Kepemimpinan Di Madrasah Aliyah: Authentic, Tansformational, Authoritarian Atau 

Transactional?” 
31 Anissa Maila Rahayu, Wido Supraha, and Abas Mansur Tamam, “Pengembangan Supervisi Proses Pembelajaran 

Berbasis Worldview Islam Pada Pendidikan Dasar,” Rayah Al-Islam (2021). 
32 Glickman, Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction. 
33 Sergiovanni and Starratt, Supervision: A Redefinition. 



 

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highlighted the importance of structured supervision, but few have explored its application in the 

context of Islamic schools, especially in Indonesia. This research fills that gap by comparing two 

madrasahs with differing approaches to supervision and offering insights into how supervision 

practices can be adapted to the specific needs of Islamic educational institutions. 

This study extends the work of Purwanto 34 by emphasizing the cultural and contextual factors 

that shape supervision in Islamic education. By examining how leadership styles, resource constraints, 

and cultural values influence the effectiveness of academic supervision, this research provides a 

comprehensive framework for improving teacher development in Islamic schools. 

The findings of this study underscore the need for contextually relevant and flexible supervision 

in Islamic educational institutions. While structured supervision has been shown to yield significant 

improvements in teacher competencies, the flexibility to adapt supervisory strategies to the individual 

needs of teachers and the cultural values of the institution is crucial. To improve the quality of 

supervision in Islamic schools, school leaders must balance structure and flexibility, pedagogical 

development and moral guidance, while also ensuring that resources are allocated effectively to 

support ongoing professional development. 

 

CONCLUSION 

This study has explored the supervisory strategies employed at MA Salafiyah Syafi'iyah Tebuireng 

and MA Perguruan Mualimat Jombang, examining their impact on teacher competencies and the 

challenges faced in implementing effective academic supervision in Islamic educational institutions. 

The findings highlight the significant role of school leadership in shaping the effectiveness of 

supervision, with structured supervision at MA Salafiyah Syafi'iyah resulting in more consistent teacher 

development, while flexible supervision at MA Perguruan Mualimat offered teachers more autonomy 

but also led to inconsistencies in feedback and professional growth. 

The research emphasizes the importance of contextual and culturally relevant strategies in 

academic supervision. In Islamic educational settings, where the integration of academic knowledge 

and moral development is essential, the supervisory approach must not only address pedagogical skills 

but also promote ethical and spiritual growth. This dual focus can help ensure that teachers are 

equipped with both the technical skills and the moral integrity required to fulfill their roles effectively. 

The study also identifies several challenges, including time constraints, limited resources, and 

inconsistent practices, that hinder the full implementation of effective supervision. These barriers are 

common in many educational institutions, as indicated by previous , and underscore the need for 

 
34 Purwanto et al., “Gaya Kepemimpinan Di Madrasah Aliyah: Authentic, Tansformational, Authoritarian Atau 

Transactional?” 



 

Volume 9, Number 1, May  2025| 190 

  

institutional support, particularly in terms of resource allocation for teacher development and the 

creation of a structured supervisory framework that ensures feedback is both timely and actionable. 

One of the key contributions of this research is the demonstration that supervision in Islamic 

schools must be flexible enough to accommodate individual teacher needs while still maintaining 

consistency and structure. A hybrid approach, combining both structured and flexible elements, may 

offer the best model for achieving sustainable teacher development in Islamic educational settings. 

Moreover, the study provides a deeper understanding of how leadership style and cultural values 

influence the effectiveness of academic supervision, which has largely been underexplored in previous 

research on Islamic education. 

This research opens several avenues for future exploration. Future studies could further 

investigate the long-term impact of different supervisory strategies on teacher performance and 

student outcomes in Islamic schools. A comparative study between Islamic and secular educational 

institutions could also provide valuable insights into the unique challenges faced by Islamic schools in 

terms of supervision and teacher development. Furthermore, exploring the role of technology in 

enhancing supervisory practices, particularly in remote or under-resourced areas, could offer 

innovative solutions to some of the barriers identified in this study. 

From a practical standpoint, this research has significant implications for educational leadership 

in Islamic schools. It emphasizes the importance of balancing supervision strategies to align with both 

professional development needs and the ethical values inherent in Islamic education. Educational 

leaders are encouraged to develop contextually grounded supervision models that consider the specific 

challenges and resources of their institutions while fostering a culture of continuous improvement. 

The study contributes to the growing body of knowledge on academic supervision in Islamic 

education and provides valuable recommendations for enhancing teacher development in Islamic 

schools. By focusing on leadership, supervision strategies, and the cultural context of Islamic 

educational institutions, the research underscores the potential for supervision to be a transformative 

tool for improving educational quality and teacher competencies in a way that respects both 

pedagogical and spiritual growth. 

 

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Glickman, Carl D. Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction. 
ERIC, 1981. 

Hassan, Roslizam, Jamilah Ahmad, and Yusof Boon. “Instructional Leadership Practice and 
Professional Learning Community in the Southern Zone of Malaysia.” Universal Journal of 



 

Volume 9, Number 1, May  2025| 191 

  

Educational Research (2019). 

Jaenab, Siti, Sutaryat Trisnamansyah, and Sofyan Sauri. “Academic Supervision Of Madrasah Heads 
In Improving Teacher Performance In Karawang State Madrasah Aliyah.” International Journal of 
Educational Research & Social Sciences 3, no. 4 (2022): 1663–1673. 

Jujris, Mr, Patta Bundu, Mr Jasruddin, and Darman Manda. “Educational Management Study On 
College For Islamic Instruction,” 2020. 

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