The Influence of Coaching and Individual Academic Supervision of School Principals on Teachers' Professionalism Competencies in Deep Learning
DOI:
https://doi.org/10.51278/aj.v8i3.2802Keywords:
Academic individual supervision, Teacher Professional Competence, Deep LearningAbstract
The main purpose of this study is to evaluate the influence of the application of coaching and supervision of academic individuals by school principals on the professional ability of teachers to apply *Deep Learning* (deep learning) in the ranks of public schools in the Toroh District area, Grobogan Regency. The researcher applied a quantitative approach through the explanatory survey method. The subjects that became the population in this research involved all public school educators in Toroh District, Grobogan Regency, with a total of 394 individuals. The determination of the research sample resulted in a number of 198 respondents who were netted through the calculation of the Slovin formula and the application of the *simple random sampling* method. The main data collection instrument relies on the distribution of questionnaire questionnaires supported by documentation study techniques. Furthermore, the series of information analysis stages carried out include checking the analysis requirements, multiple linear regression testing, t-test, F-test, and evaluation of determination coefficients which are all processed with the help of the IBM SPSS program. Through this design, the research findings are projected to be able to prove that the variables of individual academic supervision and coaching initiated by the principal bring a positive and meaningful influence on improving teachers' professional competence in executing *Deep Learning*-based learning. Through academic individual supervision, teachers receive specific guidance relevant to their needs as well as constructive input to mature teaching design and practice.Overall, the output of this scientific study is expected to enrich theoretical treasures as well as make a practical contribution in the realm of educational supervision research
References
Arifin, S., Sutama, S., Aryani, S. A., Prayitno, H. J., & Waston, W. (2023). Improving the professional teacher competence through clinical supervision based on multicultural values in Pesantren. Nazhruna: Jurnal Pendidikan Islam, 6(3), 386–402.
https://doi.org/10.31538/nzh.v6i3.4037
Atkinson, A., Watling, C. J., & Brand, P. L. P. (2022). Feedback and coaching. European Journal of Pediatrics, 181, 441–446. https://doi.org/10.1007/s00431-021-04118-8
Bagawan, Atikah, Douglas, S. N., & Gerde, H. K. (2023). Components of effective supervision and training for paraeducators. Intervention in School and Clinic, 58(4), 264–272.
https://doi.org/10.1177/10534512221093778
Borsboom, D., Mellenbergh, G. J., & Van Heerden, J. (2004). The concept of validity. Psychological Review, 111(4), 1061–1071. https://psycnet.apa.org/doi/10.1037/0033-295X.111.4.1061
Bragonzoni, L., et al. (2023). Influence of coaching on effectiveness, participation, and safety of an exercise program for postmenopausal women with osteoporosis: A randomized trial. Clinical Interventions in Aging, 18, 143–155. https://doi.org/10.2147/CIA.S389967
Caprioli, M. (2004). Feminist IR theory and quantitative methodology: A critical analysis. International Studies Review, 6(2), 253–269. https://doi.org/10.1111/j.1521-9488.2004.00398.x
Catling, C., et al. (2022). Group clinical supervision for midwives and burnout: A cluster randomized controlled trial. BMC Pregnancy and Childbirth, 22, 309. https://doi.org/10.1186/s12884-022-04657-4
Chen, Y. M., Chen, K. M., Chang, C. C., Chen, M. C., & Yang, L. Y. (2021). The individualized supervision strategy and effectiveness under the strength perspective: a pilot study for the case management model of the high-care elderly in communities. BMC Health Services Research, 21(1), 546. https://doi.org/10.1186/s12913-021-06574-2
Crabtree, L., & Titu, P. (2022). What will we teach the teachers? Grappling with racism in a professional development setting. Cultural studies of science education, 17(3), 899-906.https://doi.org/10.1007/s11422-022-10119-2
Dahri, N. A., Vighio, M. S., Bather, J. D., & Arain, A. A. (2021). Factors influencing the acceptance of mobile collaborative learning for the continuous professional development of teachers. Sustainability, 13(23), 13222. https://doi.org/10.3390/su132313222
Diller, S. J. (2024). Ethics in digital and AI coaching. Human Resource Development International, 27(4), 584–596.
https://doi.org/10.1080/13678868.2024.2315928
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. (2024). Cultivating teacher leadership: Evidence from a transformative professional development model. School Leadership & Management, 44(4), 413–441. https://doi.org/10.1080/13632434.2024.2328056
Hawkins, D. M. (1981). A new test for multivariate normality and homoscedasticity. Technometrics, 23(1), 105–110. https://doi.org/10.1080/00401706.1981.10486244
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian Journal of Second and Foreign Language Education, 9, 63. https://doi.org/10.1186/s40862-024-00290-0
Hodge, A. (2016). The value of coaching supervision as a development process: Contribution to continued professional and personal wellbeing for executive coaches. International Journal of Evidence Based Coaching and Mentoring, 14(2), 87–106. https://search.informit.org/doi/10.3316/informit.556900689190678
Jones, J., & Smith, H. A. (2022). A comparative study of formal coaching and mentoring programmes in higher education. International Journal of Mentoring and Coaching in Education, 11(2), 213–231. https://doi.org/10.1108/IJMCE-03-2021-0054
Kadroon, T. (2023). Using coaching and mentoring supervision of lesson study to enhance classroom research competencies: A multi-case study. International Journal for Lesson and Learning Studies, 12(4), 330–342. https://doi.org/10.1108/IJLLS-05-2023-0055
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88(4), 547-588. https://doi.org/10.3102/0034654318759268
Larson, K. E., Myers, L., & Hirsch, S. (2025). Using mixed-reality simulation and coaching in special education courses to improve communication skills with paraeducators. Journal of Special Education Technology. Advance online publication https://doi.org/10.1177/01626434251403025
Lee, J., Ahn, S., Henning, M. A., et al. (2023). Micromanagement in clinical supervision: A scoping review. BMC Medical Education, 23, 563. https://doi.org/10.1186/s12909-023-04543-3
Lillejord, S., & Børte, K. (2020). Trapped between accountability and professional learning? School leaders and teacher evaluation. Professional Development in Education, 46(2), 274–291. https://doi.org/10.1080/19415257.2019.1585384
Liu, S., & Hallinger, P. (2018). Teacher development in rural China: How ineffective school leadership fails to make a difference. International Journal of Leadership in Education, 21(6), 633-650. https://doi.org/10.1177/0013161X18769048
Lu, W., Vivekananda, G. N., & Shanthini, A. (2023). Supervision system of English online teaching based on machine learning. Progress in Artificial Intelligence, 12(2), 187–198.
https://doi.org/10.1007/s13748-021-00274-y
Rakap, S., & Balikci, S. (2023). Training preservice teachers to use evidence-based practices: Effects of coaching with performance feedback on teacher and child outcomes. Learning and Instruction, 86, 101755. https://doi.org/10.1016/j.learninstruc.2023.101755
Rosenberg, B. M., et al. (2022). A novel peer-to-peer coaching program to support digital mental health: Design and implementation. JMIR Mental Health, 9(1), e32430.
Schachter, R. E., Knoche, L. L., Lu, J., Goldberg, M. J., Wernick, P. D., Piasta, S. B., & Lancaster, H. S. (2025). A meta-analysis of the effectiveness of coaching and the contribution of coaching processes to learning outcomes for early childhood teachers and children. Early Childhood Research Quarterly, 72, 156–169. https://doi.org/10.1016/j.ecresq.2025.02.014
Stanley, T. D., & Jarrell, S. B. (2005). Meta-regression analysis: A quantitative method of literature surveys. Journal of Economic Surveys, 19(3), 299–308. https://doi.org/10.1111/j.0950-0804.2005.00249.x
Tejada, J. J., & Punzalan, J. R. B. (2012). On the misuse of Slovin’s formula. The Philippine Statistician, 61(1), 129–136. https://psai.ph/docs/publications/tps/tps_2012_61_1_9.pdf
Toh, R. Q. E., Koh, K. K., Lua, J. K., et al. (2022). The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: A systematic scoping review. BMC Medical Education, 22, 531. https://doi.org/10.1186/s12909-022-03589-z
Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The effect of collaborative supervision approaches and collegial supervision techniques on teacher intensity using performance-based learning. SAGE Open, 11(2), 21582440211013779. https://doi.org/10.1177/21582440211013779
Yang, W., Huang, R., Su, Y., Zhu, J., Hsieh, W. Y., & Li, H. (2022). Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development. Review of Education, 10(1), e3343. https://doi.org/10.1002/rev3.3343
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Aziz Tiswanjaya, Wawan Shokib Rondli, Agus Darmuki
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
