Open AccessAnalysis of quality implementation and supervision of vocational high schools using a qualitative approach
Author(s) -
Elfi Tasrif,
Mussa Saidi Abubakari,
Hendra Hidayat
Publication year - 2022
Publication title -
jurnal pendidikan vokasi
Language(s) - English
Resource type - Journals
eISSN - 2476-9401
pISSN - 2088-2866
DOI - 10.21831/jpv.v12i1.47454
Subject(s) - vocational education , qualitative research , supervisor , quality (philosophy) , qualitative property , data collection , procurement , psychology , medical education , pedagogy , sociology , computer science , business , medicine , management , marketing , philosophy , epistemology , machine learning , economics , social science
Academic supervision makes vocational high schools able to improve the quality of graduates to be ready to work and able to compete in the job market in people's lives. This paper aims to explore and describe the implementation of quality and supervision of vocational high schools using a qualitative approach. This type of qualitative research with a case study research design. The main target of this research is the supervisor of a vocational school in the city of Padang. This study is limited to a qualitative description of the implementation of quality and supervision of Vocational High Schools. The source of this research data is from key informant, purposively. Data collection techniques with interview and observation techniques. Analyze data by coding, linking, and interpreting themes. The results of the research are: (1) Supervisors are not ready to carry out supervision; (2) The education office is less than optimal in empowering supervisors; (3) Supervisors are less aggressive in positioning themselves; (4) The coordinator of supervisors does not carry out his functions optimally; (5) Low motivation of supervisors ; (6) The distribution of procurement of supervisors is uneven; (7) The control mechanism for supervisors and the coordinator of supervisors is not working properly; (8) Reward punishment does not work; (9) School visits are just routine; (10) Relations with teachers and schools are not well established. The conclusion is that the implementation of academic supervision is still not running optimal and lack of good communication and coordination.