A lesson study-based clinical supervision model for enhancing teacher performance

Abstract

This study addresses the need for teacher support in understanding educational goals, curriculum, and active learning strategies, with supervisors playing a crucial role in guiding effective teaching. The study develops and implements a clinical supervision model based on lesson study to improve instructional performance at Simeulue Regency Public High School. Grounded in Total Quality Management principles, the model emphasizes continuous improvement. The primary objective was to evaluate the application and impact of this model on teaching quality. The research methodology involved expert validation and practical implementation of the model, with participants including teachers, vice principals, and principals from the eight schools in the region. Findings reveal that expert validators rated the model as valid and that its implementation resulted in significant improvements in teachers' instructional performance. The study highlights that structured supervision models, incorporating lesson study principles, can enhance professional development and teaching quality in schools. These findings offer valuable insights for educational leaders and policymakers seeking to improve instructional practices. Conducted as Research and Development (R&D), this study used a systematic model development process, including design, testing, evaluation, and revisions, based on the Dick and Carey development model. The results suggest that this clinical supervision model can effectively support teachers in achieving continuous professional growth, contributing to better learning outcomes.

Keywords: , Clinical supervision; lesson study; teacher; teaching performance