Implementation of the Coaching Model in Academic Supervision to Improve Teacher Performance: The Perspective of Principals and Teachers
DOI:
https://doi.org/10.46328/ijonse.7024Keywords:
Tirta's Coaching Model, Academic Supervision, Teacher PerformanceAbstract
This study aims to analyze the implementation of the Tirta Coaching Model in academic supervision and its impact on improving teacher performance from the perspective of principals and teachers. This study uses a qualitative approach with a case study design. Data was collected through in-depth interviews, observations, and analysis of supporting documents that included teacher performance evaluation reports, notes on coaching session results, and teacher professional development plans. The results of the study show that the implementation of the Tirta Coaching Model has a positive impact on various aspects of teacher performance, including learning planning, variety of teaching methods, communication with students, classroom management, the use of learning technology, as well as the practice of reflection and professional collaboration. Principals act as mentors who encourage reflective dialogue and teacher empowerment, while teachers feel increased motivation, creativity, and confidence in teaching. However, time constraints are the main obstacle in the implementation of coaching. Overall, the Tirta Coaching Model has proven to be effective as a collaborative and sustainable approach to academic supervision, as well as contributing to improving teacher professionalism and the quality of learning in schools.
References
Anggini, V., Mustofa, N. A., & Pahrudin, A. (2024). Teacher Professionalism : Opportunities and Challenges in The Education Delivery System. Journal 12 Waiheru, 10(2).
Bastian, A., Nasution, J. A., & Wahyuni, S. (2022). Teacher Performance Under the Influence of Training , Work Motivation and Teacher Competence. Al-Ishlah: Journal of Education, 14(3), 3601–3612. https://doi.org/10.35445/alishlah.v14i3.2189
Bush, T. (2016). School Leadership and Management in England: The Paradox of Simultaneous Centralisation and Decentralisation. Research in Educational Administration & Leadership, 1(June), 1–23.
Dautel, J. B. (2020). Applying a collective academic supervision model to the undergraduate dissertation. Psychology Teaching Review, 26(1).
Hulu, T., Rosita, T., Rahman, A., & Open, U. (2024). The Effect of Academic Supervision and Professionalism on Student Learning Outcomes. Didactics: Journal of Education, 13(1), 343–350.
Jung, S. B., & Sheldon, S. (2020). Connecting Dimensions of School Leadership for Partnerships with School and Teacher Practices of Family Engagement. School Community Journal, 30(1), 9–32. http://www.schoolcommunitynetwork.org/SCJ.aspx
Karim, A., Fathurohman, O., Sulaiman, S., Marliani, L., Muhammadun, M., & Firmansyah, B. (2025). How do principals act as leaders and managers in boarding and public schools in Indonesia? Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2445354
Kasanah, H. U., Purwanto, E., & Siswanto, D. H. (2025). An Empirical Study on Teacher Performance: The Effects of Commitment, Professionalism, and School Principal Supervision in Sleman Regency. JUPERAN: Journal of Education and Learning, 04(02), 750–759.
Ministry of Education and Culture. (2021). TIRTA Coaching Model.
Knowles, M. S. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning (illustrate). Wiley.
Kulsum, S. I., Wijaya, T. T., Hidayat, W., & Kumala, J. (2019). Analysis On High School Students’ Mathematical Creative Thinking Skills on The Topic Of Sets. Journal of Scholars: Journal of Mathematics Education, 3(2), 431–436. https://doi.org/10.31004/cendekia.v3i2.128
Kumar, R. (1996). Research Methodology: A Step-by-Step Guide for Beginners. Longman.
Lans, R. M. Van Der, Grift, W. J. C. M. Van De, & Veen, K. Van. (2017). Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors. The Journal of Experimental Education, 0973(January). https://doi.org/10.1080/00220973.2016.1268086
Matthew A. Kraft, David Blazar, D. H. (2018). The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Review of Educational Research, 88(4). https://doi.org/https://doi.org/10.3102/0034654318759268
Media, I., Harlena, D., South, S., Teacher, K., & Learning, P. (2025). Coaching and Mentoring Oriented Academic Supervision: A Systematic Study of Effectiveness and Implementation in Schools. Journal of Innovation in Teaching and Instructional Media, 6(1), 39–53.
Muhsin, M., Sudadi, S., Mahmud, M. E., & Muadin, A. (2023). Academic Supervision to Improve the Quality of Learning and the Development of a Quality Culture. Journal of Education Research, 4(4), 2393–2398. https://doi.org/10.37985/jer.v4i4.569
Nawas, A., & Suanto, E. (2024). The effect of academic supervision and work motivation on the performance of elementary school teachers in Kempas district, Indragiri Hilir regency. Primary : Journal of Elementary School Teacher Education, 13(2), 69–77.
Ningsih, E. M. (2023). The application of the Tirta Model Coaching Method to increase the competence of school principals in the Batu City Supervision Rayon. Journal of Education of Taman Widya Humaniora (JPTWH), 2(3), 1581–1605.
Nur Elfi Husda, et al. (2023). Research Methodology: Qualitative, Quantitative, and Research & Development (R&D). UPB Press.
Qouta, M. M. (2021). Challenges of Improving the Quality of Academic Supervision of Postgraduate Studies at the Faculty of Education, Damietta University. Journal of Educational Issues, 7(1), 113–137. https://doi.org/10.5296/jei.v7i1.18292
Rahabav, P. (2016). The Effectiveness of Academic Supervision for Teachers. Journal of Education and Practice, 7(9), 47–55.
Rini, D. S. (2024). The Effect of Rasa-Tirta Coaching on Teachers' Abilities in Differentiated Learning Lesson Plans. Journal of Didactic Primary Education, 8(2), 671–692. https://doi.org/10.26811/didaktika.v8i2.1305
Roesminingsih, E., & Windasari, W. (2025). The impact of transformational leadership on teacher performance : A study of professional learning communities in Indonesia. Journal of Pedagogical Research, 9(3), 312–326.
Sadewo, Y. D., Wibawa, B., Hanafi, I., & Purnasari, P. D. (2025). Enhancing the GROW syntax in GAARANTUNG : a study on the coaching model development in education. Journal of Education and Learning (EduLearn), 19(1), 34–45. https://doi.org/10.11591/edulearn.v19i1.21211
Safikin, Wahyuni Rahma Dianti, S. (2024). Application of Tirta Model Coaching Techniques in Academic Supervision to Improve the Quality of Learning at SDN 1 Gunem. Didactic: PGSD Scientific Journal FKIP Mandiri University, 10(3).
Salmia, Bancong, H., & Sudarmin. (2023). Bibliometric Mapping of Publication Trends on the Use of Learning Media and Character Values in the Scopus Data Base from 2013 to 2022. Journal of Innovation in Educational and Cultural Research, 4(3), 494–502. https://doi.org/10.46843/jiecr.v4i3.712
Salmia, S., Rosleny, R., & Idawati, I. (2020). Principals' Leadership Towards 21st Century Learning. Indonesian Journal of Primary Education, 4(1), 1–10. https://ejournal.upi.edu/index.php/IJPE/article/view/22362/12079
Sari, N., Syahputra, M. R., & Muklasin, A. (2022). Teacher Performance: Leadership Analysis of the Headmaster MAN 3 Langkat. ALACRITY : Journal Of Education, 2(2), 130–144.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Ashgate.
Setianingsih, E., & Hanif, M. (2024). Academic supervision with Tirta Model Coaching to improve the quality of learning in schools. EDUCATIONAL : Journal of Education & Teaching Innovation, 4(2), 60–70. https://doi.org/10.51878/educational.v4i2.2891
Soro, S. H., Rahman Hakim, A., Rahayu, S., & Restuning Pangestuti, W. (2024). The implementation of coaching-based academic supervision by the principal in improving the pedagogic competence of teachers of Cicalengka 06 State Elementary School in Bandung Regency. EDUCATION: Journal of Education and Learning, 5, 2235–2242. https://jurnaledukasia.org
Sudarmin, Salmia, A. A. (2023). Professional Competency Mastering in 21st Century Teacher Performance Effectiveness in Elementary Schools. Journal Of Ethics Democracy, 8(4), 550–559.
Sugiyono. (2019). Quantitative, Qualitative, and R&D Research Methods. Alphabet.
Sukmawati, Sudarmin, S. (2023). Development of Quality Instrument and Data Collection. Journal of Elementary School Teacher Education and Teaching, 6(1), 119–124.
Tanggulungan, L., & Sihotang, H. (2023). Tirta's Coaching Model in Academic Supervision: Innovative Strategies to Improve the Quality of Learning in Schools. Journal of Tambusai Education, 7(3), 31399–31407. http://repository.uki.ac.id/id/eprint/13643
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Yusanto, Y. (2020). Various Qualitative Research Approaches. Journal of Scientific Communication (Jsc), 1(1), 1–13. https://doi.org/10.31506/jsc.v1i1.7764
Downloads
Published
Issue
Section
License
Copyright (c) 2026 International Journal on Studies in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal on Studies in Education (IJonSE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
