Teacher Supervision Models for Answering Educational Challenges in the Era of Disruption

Abstract

Digitalisation in various fields produces disruptive innovations to change the order that has been established. This encourages individuals and various social institutions to move to adjust to change. Education is one sector that needs to be improved quickly in order to be able to adapt to the needs and challenges of the present and the future. Teachers play a major role in realizing quality education. The quality of a teacher can make a difference in learning in one full year (Goldhaber & Anthony, 2004). Therefore, supervision and control of teacher quality becomes an important issue. Supervision has an important role in improving and controlling teacher quality. Referring to the opinion of Crane et al. (2010) which emphasizes supervision as an integral part of the learning process to continue the professional development of teachers. Supervision that tends to be bureaucratic, autocratic, and hierarchical is no longer relevant in improving teacher quality in the current era of disruption. The relevant supervision model is based on awareness, is democratic, opens discussion space for supervisors, principals and teachers to discuss strengths and weaknesses in the teaching and learning process. The model examined in this article is mindfulness-based supervision (Mindfulness-Based Supervision (MBS)