The Principal’s Efforts in Implementing Coaching-Based Academic Supervision for Mobilizing Teachers

The aim of this research is to describe the coaching-based academic supervision model used by school principals to improve teacher’s professional abilities. Apart from that, it is known how well the driving teacher instructors apply learning tips in coaching-based academic supervision in schools. It is an effort to improve the quality of teachers and maintain the quality of the process, which can be achieved by optimizing the role of the school principal as an academic supervisor. This research was conducted using a qualitative approach and the descriptive method with data collection techniques of observation, interviews, and documentation. This model aims to increase the competency of teachers in implementing coaching-based academic supervision activities using pre-supervision, supervision, and post-supervision stages in schools. The model developed and implemented in coaching-based supervision uses the GPAR (Goal, Problem Identification, Action Plans, and Responsibilities) model, namely goals, identification, action plans, and responsibilities, namely preparation for learning supervision and counselling management. A model developed with passion, independence, and teaching. With the help of learning guidance based on the GPAR Coaching model, it should be easier for school principals to communicate with driving teachers so that the teacher’s possibilities in implementing learning activities can be explained well. This can be seen in the results of increasing initial supervision and final supervision scores, which show that the effectiveness between school principals and driving teachers is increasing. The main results of this research show that there are problems with academic supervision based on coaching for driving teachers and school principals, such as supervision by the principal and lack of follow-up by the principal. Additional assistance can help teachers improve their presentations.