Analysis of the Transformation of School Supervisors' Roles and Its Implications for Strengthening School Management in North Lombok Regency

Abstract

The transformation of school supervisors’ roles has become a key element in enhancing school management effectiveness and improving educational quality. This study aims to analyze the shift in the roles of school supervisors in North Lombok Regency, transitioning from an administrative approach to mentoring-based supervision. This research employs a descriptive qualitative method, with data collected through interviews, observations, and document analysis. The findings reveal that school supervisors no longer function solely as evaluators but have also taken on the roles of mentors and facilitators for school principals and teachers. The mentoring process includes both academic and managerial supervision, contributing to improved instructional strategies and more effective school governance. However, the implementation of mentoring-based supervision faces several challenges, including the limited number of supervisors, the accessibility of assigned schools, and the readiness of school infrastructure and digital competencies of principals and teachers. To address these challenges, supervisors have adopted coaching and mentoring strategies while leveraging technology to support the supervision process. This study recommends increasing the number of school supervisors, providing continuous professional development for supervisors, and ensuring adequate infrastructure to support technology-based supervision to optimize the transformation of the supervisors' roles.