The Implementation of the Distributive Supervision Model in Enhancing Teacher Professionalism at MTsS Ulumuddin, Lhokseumawe City

Abstract

This study aims to describe the implementation of the distributive supervision model and its contribution to enhancing teacher professionalism at MTsS Ulumuddin, Lhokseumawe City. The main informants consist of the Madrasah Supervisor, Principal, Vice Principal for Curriculum Affairs, and certified teachers. Data were collected through non-participant observation, structured interviews, and documentation of relevant activity records. Data analysis was conducted through several stages, including data reduction, data presentation, and conclusion drawing, with continuous verification to ensure result credibility. The findings reveal that the implementation of distributive supervision involves three main stages: joint planning, collaborative implementation, and evaluation with reflection. In the planning stage, the active involvement of all parties fosters a sense of ownership and alignment of supervision goals. The implementation stage emphasizes collaboration between supervisors and teachers through classroom observation, reflective discussions, and the provision of constructive feedback. Meanwhile, the evaluation and reflection stage serves as a medium for continuous professional learning, followed by follow-up activities such as training and mentoring. Overall, distributive supervision at MTsS Ulumuddin plays a significant role in improving teachers’ pedagogical competence, professionalism, and ethical conduct. This model functions not merely as a control mechanism but as a collaborative developmental process that promotes a professional culture and sustainable improvement in learning quality.