Integrating Managerial Supervision and Professional Development to Improve Administrative Skills of Islamic Education Teachers
Keywords:
Managerial Supervision, Administrative Skills, Islamic Education Teachers, Teacher Performance, Teacher ProfessionalismAbstract
This study is grounded in the importance of improving administrative skills among Islamic Religious Education (PAI) teachers to enhance the overall quality of education. Many teachers still face challenges in managing administrative tasks effectively, which can impact teaching performance and learning outcomes. Therefore, this research aims to examine the implementation of managerial supervision in improving teachers’ administrative skills and to identify factors influencing its effectiveness. The study employs a qualitative approach, using a literature review, and collects data from books, academic journals, and relevant research publications. Data are analysed descriptively to identify patterns and key themes related to managerial supervision practices. The findings reveal that managerial supervision plays a significant role in enhancing teachers’ administrative competencies. A participatory supervision approach, effective communication between supervisors and teachers, adequate training, and continuous institutional support are key factors contributing to successful outcomes. Additionally, managerial supervision encourages professional development, improves lesson planning, and promotes the use of innovative teaching methods and educational technology. The implications of this research suggest that strengthening managerial supervision systems can lead to more effective teaching practices and improved educational quality. Schools and policymakers are encouraged to provide continuous training, enhance supervisory competence, and ensure sufficient resources to support teachers’ professional growth. Overall, managerial supervision is crucial in fostering teacher professionalism and improving the quality of Islamic education.
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