FROM SCRUTINY TO SUPPORT: A PHENOMENOLOGICAL STUDY OF HOW ISLAMIC ACADEMIC SUPERVISION EMPOWERS TEACHER SELF-EFFICACY AND MOTIVATION

Hilwa Bahriyah; Dita Yovieta Dewi; Laura Paramitha; Andi Syamsudin Tang; Rizki Amelia; Zamroni

Authors

Hilwa Bahriyah Universitas Islam Negeri Sultan Aji Mihammad Idris Samarinda, Indonesia
Dita Yovieta Dewi Universitas Islam Negeri Sultan Aji Mihammad Idris Samarinda, Indonesia
Laura Paramitha Universitas Islam Negeri Sultan Aji Mihammad Idris Samarinda, Indonesia
Andi Syamsudin Tang Universitas Islam Negeri Sultan Aji Mihammad Idris Samarinda, Indonesia
Rizki Amelia Universitas Islam Negeri Sultan Aji Mihammad Idris Samarinda, Indonesia
Zamroni Universitas Islam Negeri Sultan Aji Mihammad Idris Samarinda, Indonesia

Keywords:

academic supervision; madrasah principal; self-efficacy; work motivation; islamic elementary school teacher

Abstract

This study aims to explore the psychological impact of principals' academic supervision on the self-efficacy and work motivation of Islamic elementary school (Madrasah Ibtidaiyah) teachers. Academic supervision is often positioned merely as an administrative instrument to measure teaching performance, while the psychological dimensions experienced by teachers during the process remain underexplored, particularly within the Islamic organizational culture of madrasah (Ambarita et al., 2014; Kamaludin et al., 2025). A qualitative phenomenological design was employed to capture the subjective meanings teachers attach to being supervised by their principal. Data were collected through in-depth interviews with seven informants (the principal, vice principal, and five teachers), participant observation during supervision sessions, and document review of supervision plans and follow-up reports. Data were analyzed following the reduction, display, and conclusion-drawing stages (Miles et al., 2014), combined with phenomenological thematic analysis. Five major themes emerged: (1) a shift in meaning from 'being watched' to 'being mentored'; (2) strengthened teaching self-efficacy through appreciative feedback; (3) intrinsic and extrinsic motivational boosts following supervision; (4) warm emotional relationships between principals and teachers; and (5) the internalization of Islamic brotherhood (ukhuwah) values and exemplary conduct within supervisory practice. These findings affirm that the effectiveness of academic supervision depends not only on technical-administrative aspects but is strongly shaped by the psychological and relational climate cultivated by the principal, consistent with the notion that self-efficacy develops through mastery experiences and social reinforcement (Bandura, 2002). The practical implication is the need to reorient academic supervision in madrasah from an evaluative model toward a humanistic, values-based mentoring model.

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