Managerial Supervision in Primary Education: A Systematic Literature Review of Trends, Challenges, and Implications for Teacher Professional Development
DOI:
https://doi.org/10.24269/ijpi.v11i1.13873Abstract
Managerial supervision in primary education has recently evolved from a traditional administrative mechanism into a strategic driver for improving instructional quality and teacher professional development. This systematic literature review aims to synthesize empirical and conceptual research published between 2020 and 2025 to identify trends, theoretical orientations, methodological patterns, and implementation challenges in managerial supervision within primary schools. Guided by the PRISMA protocol, ten high-quality studies were selected from an initial pool of 500 publications sourced from Scopus and Google Scholar. Thematic analysis indicates a global shift toward more collaborative, reflective, and data-driven supervisory practices, supported by principals’ managerial leadership competence, systematic academic supervision, and the adoption of digital tools for classroom observation and feedback. Distributed leadership also emerged as an effective model for enhancing supervisory reach and strengthening professional learning cultures. Nonetheless, implementation barriers persist, including teacher resistance, limited data literacy, and inadequate digital infrastructure, resulting in inconsistent supervisory outcomes among schools. The review highlights the need for policies that strengthen supervisory capacity, integrate technology into supervision systems, and accommodate teachers’ career stages through adaptable supervisory frameworks. Future research is recommended to employ longitudinal and experimental designs to examine the causal impact of digital-based managerial supervision on teaching quality and student learning achievement.
Supervisi manajerial di pendidikan dasar dalam beberapa tahun terakhir telah mengalami perkembangan dari mekanisme administratif tradisional menjadi penggerak strategis dalam peningkatan kualitas pembelajaran dan pengembangan profesional guru. Kajian literatur sistematis ini bertujuan untuk mensintesis penelitian empiris dan konseptual yang dipublikasikan pada rentang tahun 2020 hingga 2025 guna mengidentifikasi tren, orientasi teoretis, pola metodologis, serta tantangan implementasi supervisi manajerial di sekolah dasar. Berpedoman pada protokol PRISMA, sepuluh studi berkualitas tinggi diseleksi dari sekitar 500 publikasi awal yang bersumber dari basis data Scopus dan Google Scholar.Hasil analisis tematik menunjukkan adanya pergeseran global menuju praktik supervisi yang lebih kolaboratif, reflektif, dan berbasis data, yang didukung oleh kompetensi kepemimpinan manajerial kepala sekolah, pelaksanaan supervisi akademik yang sistematis, serta pemanfaatan perangkat digital untuk observasi kelas dan pemberian umpan balik. Kepemimpinan terdistribusi juga muncul sebagai model yang efektif dalam memperluas jangkauan supervisi dan memperkuat budaya pembelajaran profesional di sekolah. Meskipun demikian, berbagai hambatan implementasi masih ditemukan, antara lain resistensi guru, keterbatasan literasi data, serta infrastruktur digital yang belum memadai, yang pada akhirnya menyebabkan ketidakkonsistenan hasil supervisi antarsekolah. Kajian ini menegaskan pentingnya kebijakan yang berorientasi pada penguatan kapasitas supervisi, integrasi teknologi ke dalam sistem supervisi, serta penyesuaian kerangka supervisi yang adaptif terhadap tahapan karier guru. Penelitian selanjutnya direkomendasikan untuk menggunakan desain longitudinal dan eksperimental guna mengkaji dampak kausal supervisi manajerial berbasis digital terhadap kualitas pembelajaran dan capaian hasil belajar peserta didik.
Downloads
References
Afifah et al., 2024: (2025). Transformasi Supervisi Akademik Digital Mutu Pendidikan Di Wilayah 3T. 17(2), 490–508.
Amelia, C., Aprilianto, A., Supriatna, D., Rusydi, I., & Zahari, N. E. (2022). The Principal’s Role as Education Supervisor in Improving Teacher Professionalism. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 7(1), 144–155. https://doi.org/10.31538/ndh.v7i1.2075
Arif, S., Pramana, R. P., Rarasati, N., & Winarti, D. W. (2022). Nurturing learning culture among teachers: Demand-driven teacher professional development and the development of teacher learning culture in Jakarta. RISE Working Paper, 22(November), 1–121.
Bibi, A., & Akram, M. (2022). Effect of Organizational Learning Culture on School Effectiveness. Global Educational Studies Review, VII(IV), 27–39. https://doi.org/10.31703/gesr.2022(VII-IV).03
Bintang, A. R., Hasibuan, R. P., Fadel, M., Sabri, A., & Lubis, Y. (2024). Strategi Supervisi Berbasis Teknologi dalam Pendidikan Modern Universitas Islam Negeri Imam Bonjol Padang, Indonesia supervisi pendidikan, khususnya dalam meningkatkan kualitas dan efisiensi proses supervisi di. Jurnal Arjuna: Publikasi Ilmu Pendidikan, Bahasa Dan Matematika, 2(6), 214–227.
Christensen, A. A., & Jerrim, J. (2025). Professional learning communities and teacher outcomes. A cross-national analysis. Teaching and Teacher Education, 156, 104920. https://doi.org/10.1016/j.tate.2024.104920
de Nazare Coimbra, M. de N. C., Pereira, A. V., de Oliveira Martins, A. M., & Maria Baptista, C. (2020). Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development. THE INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION, 55–62. https://doi.org/10.18775/ijmsba.1849-5664-5419.2014.64.1005
Edi, F., Sudadio, S., Rusdiyani, I., & Suryadi, S. (2024). The Impact of School Principal Leadership, Academic Supervision, and Achievement Motivation on Teacher Performance. IJORER: International Journal of Recent Educational Research, 5(3 SE-Articles), 585–598. https://doi.org/10.46245/ijorer.v5i3.589
Galdames-Calderón, M. (2023). Distributed Leadership: School Principals’ Practices to Promote Teachers’ Professional Development for School Improvement. Education Sciences, 13(7), 715. https://doi.org/10.3390/educsci13070715
Gao, L., Hamid, A. H. A., & Mansor, A. N. (2024). The role of transformational leadership in professional learning communities: Empirical evidence from China. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202427425
Goos, N., & Martin, B. N. (2019). What Role Does Distributed Leadership Play in Implementing Professional Learning Communities? Journal of Education and Culture Studies, 3(2), p177. https://doi.org/10.22158/jecs.v3n2p177
Guimaraes, L. M., & Lima, R. da S. (2021). A systematic literature review of classroom observation protocols and their adequacy for engineering education in active learning environments. European Journal of Engineering Education, 46(6), 908–930. https://doi.org/10.1080/03043797.2021.1937946
Hallinger, P. (2018). Surfacing a hidden literature. Educational Management Administration & Leadership, 46(3), 362–384. https://doi.org/10.1177/1741143217694895
Hallinger, P. (2019). Science mapping the knowledge base on educational leadership and management in Africa, 1960–2018. School Leadership & Management, 39(5), 537–560. https://doi.org/10.1080/13632434.2018.1545117
Joo, Y. H. (2020). The effects of distributed leadership on teacher professionalism: The case of Korean middle schools. International Journal of Educational Research, 99, 101500. https://doi.org/10.1016/j.ijer.2019.101500
Karlberg, M., & Bezzina, C. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624–641. https://doi.org/10.1080/19415257.2020.1712451
Kaur, A., & Chahal, K. K. (2024). A learning analytics dashboard for data-driven recommendations on influences of non-cognitive factors in introductory programming. Education and Information Technologies, 29(8), 9221–9256. https://doi.org/10.1007/s10639-023-12125-5
Keller-Schneider, M., Zhong, H. F., & Yeung, A. S. (2020). Competence and challenge in professional development: teacher perceptions at different stages of career. Journal of Education for Teaching, 46(1), 36–54. https://doi.org/10.1080/02607476.2019.1708626
Lorensius, L., Anggal, N., & Lugan, S. (2022). Academic Supervision in the Improvement of Teachers’ Professional Competencies: Effective Practices on the Emergence. EduLine: Journal of Education and Learning Innovation, 2(2), 99–107. https://doi.org/10.35877/454RI.eduline805
Maisura, Bahrun, Usman, N., & Jali, J. M. (2025). The Effectiveness of the School Participal’s Managerial Supervision on the Quality of School Education at the Junior High School Level. Journal of Education, Teaching, and Learning, 10(1), 111–122.
Mayer, D., & Mills, M. (2021). Professionalism and teacher education in Australia and England. European Journal of Teacher Education, 44(1), 45–61. https://doi.org/10.1080/02619768.2020.1832987
Moon, J., Webster, C. A., Brian, A., Stodden, D. F., & Mulvey, K. L. (2023). Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE): A tool to support preservice teachers’ applied learning experiences. Computers & Education, 196, 104738. https://doi.org/10.1016/j.compedu.2023.104738
Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences & Humanities Open, 9, 100835. https://doi.org/10.1016/j.ssaho.2024.100835
Nguyen, N. B. C., Lithander, M., Ostlund, C. M., Karunaratne, T., & Jobe, W. (2024). TEADASH: Implementing and Evaluating a Teacher-Facing Dashboard Using Design Science Research. Informatics, 11(3), 61. https://doi.org/10.3390/informatics11030061
Pamuji, S., & Limei, S. (2023). The Managerial Competence Of The Madrasa Head In Improving Teacher Professionalism And Performance At Mi Al-Maarif Bojongsari, Cilacap District. Pengabdian: Jurnal Abdimas, 1(2), 66–74. https://doi.org/10.55849/abdimas.v1i2.158
Qadach, M., Schechter, C., & Da’as, R. (2020). Instructional leadership and teachers’ intent to leave: The mediating role of collective teacher efficacy and shared vision. Educational Management Administration & Leadership, 48(4), 617–634. https://doi.org/10.1177/1741143219836683
Quilala, R. L., & Tantiado, R. C. (2025). Instructional Supervision and Teachers’ Efficacy. INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 08(03). https://doi.org/10.47191/ijmra/v8-i03-13
Rahmawati, D., & Sumarni, T. (2022). Efektivitas Supervisi Klinis dalam Meningkatkan Profesionalisme Guru Sekolah Dasar. Jurnal Pendidikan Dasar, 9(2), 147–158.
Regassa, T., & Mamo, T. (2024). A Systematic Review: Educational Supervision in Different Countries from Instructional Improvement Perspective. Science Research, 12(4), 86–96. https://doi.org/10.11648/j.sr.20241204.13
Riyadi, R. (2025). Pengaruh Supervisi Kepala Sekolah dan Motivasi Kerja Guru Terhadap Kualitas Pembelajaran Guru: Sebuah Systemic Lierature Review. Journal of Innovation in Teaching and Instructional Media, 6(1), 179–194. https://doi.org/10.52690/jitim.v6i1.1129
Satyawati, S. T. (2020). Pengaruh Kepengawasan dan Kepemimpinan Distributif-Relasional Terhadap Komitmen Organisasi Kepala Sekolah Dasar di Kabupaten Semarang. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(2), 142–151. https://doi.org/10.24246/j.js.2020.v10.i2.p142-151
Smith, C. R., Money-Brady, A. R., Ebersole, J. B., Cazares-Cervantes, D. B., Hannor-Walker, A., & Justice, T. L. (2022). School Counseling Site Supervision: Training Recommendations to Benefit School Counselor Interns and Site Supervisors. Journal of Counselor Preparation and Supervision, 16(1), 16.
Smith, R., Ralston, N., Naegele, Z., & Waggoner, J. (2020). Team teaching and learning: A model of effective professional development for teachers. The Professional Educator, 43(1), 80–90.
Sufiyadi, U., & Syukri, M. (2017). Pengaruh Supervisi Akademik Dan Kepemimpinan Kepala Sekolah Terhadap Kinerja Guru Di Sd. 1–10. https://doi.org/10.47709/educendikia.v5i02.6802
Sutrisno, S., Prestiadi, D., Alfajri, T. A., Mulyadin, E., Purwati, E., & Supriyanto, A. (2024). Peningkatan Kompetensi Guru Melalui Supervisi Pembelajaran Berbasis Digital: Upaya Membangun Mutu Sekolah. Abdimas Pedagogi: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 7(1), 38–50. https://doi.org/10.17977/um050v7i12024p38-50
Suwardi, S., Suyatno, S., & Arikunto, S. (2020). The Effectiveness of a Collaborative Academic Supervision Model of Principal and Senior Teachers in Improving Junior Teachers’ Academic Supervision Competence. Universal Journal of Educational Research, 8(12A), 7218–7226. https://doi.org/10.13189/ujer.2020.082503
Syahrir, S., Fandir, A., & Nurfidah, N. (2025). Transformational Leadership in Academic Supervision: Implications for School Development. Jurnal Ilmiah Mandala Education, 11(1), 182. https://doi.org/10.58258/jime.v11i1.8256
Warman, W. (2022). Principal Managerial Competence and Academic Supervision on Vocational Teacher Performance. EduLine: Journal of Education and Learning Innovation, 2(4), 436–446. https://doi.org/10.35877/454RI.eduline1286
Wilder, J. C., & Diec, S. (2025). Exploring Benefits of Instructional Coaching as a Model to Improve Teaching Practices in Pharmacy Education. American Journal of Pharmaceutical Education, 89(4), 101382. https://doi.org/10.1016/j.ajpe.2025.101382
Zohriah, A., Fauzi, A., & Pandini, I. R. (2022). The Impact of Managerial and Principal Academic Supervision on Teacher Performance. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 7(3), 434–449. https://doi.org/10.31538/ndh.v7i3.2607
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Fitriyana, Trian Hermawan, Erliyan Eka Damayanti, Nirva Diana, Agus Paharudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Istawa agree to the following terms:
Authors retain copyright and grant the ISTAWA: Jurnal Pendidikan Islam right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ISTAWA: Jurnal Pendidikan Islam.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ISTAWA: Jurnal Pendidikan Islam.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
