Effectiveness of the implementation of supervision in Gorontalo primary schools

A teacher is like a light in the darkness. The better the quality of a teacher, the brighter the light of the knowledge they can share. However, along the way, teachers still need the assistance of an educational supervisor. The supervisor's strategic role in assisting teachers is very important. Knowledge and skills regarding supervision as well as learning concepts determine the effectiveness of the supervisors themselves in improving the quality of teachers. Supervisors' mastery of strategies and techniques for coaching teachers as well as a comprehensive understanding of the problems, needs and characteristics of teachers lead to the achievement of effective supervision programs. This study aimed to examine the criteria for the effectiveness of implementing supervision programs by supervisors from outside the school who are specifically appointed to assist teachers in elementary schools in Gorontalo with aspects including administrative supervision tasks, curriculum supervision tasks, and instructional supervision tasks. A descriptive quantitative approach was used to describe the effectiveness of the implementation of the supervision programs. The location was carried out at 10 public elementary schools in the city of Gorontalo, Indonesia with research subjects were 80 teachers. Data collection techniques using questionnaires and then analyzed using descriptive analysis techniques. The results of the study showed that in the implementation of supervision of teachers in the public elementary schools in Gorontalo City, in terms of administrative supervision tasks, curriculum supervision tasks, and instructional supervision tasks, only a few supervision tasks reached the very effective category while the other tasks were still in the lower category of effectiveness. Based on the results, it can be concluded that the implementation of supervision programs from administrative, curriculum, and instructional aspects by supervisors for teachers in the public elementary schools has still not reached the very effective category.