POSTGRADUATE DIPLOMA IN TEACHING

MAY/2022

HPGD2203

EDUCATIONAL MANAGEMENT

MATRICULATION NO : CGS02484526
IDENTITY CARD NO. : 960729-12-5966
TELEPHONE NO. : 0163018719
E-MAIL : nrsmahkm00@oum.edu.my
LEARNING CENTRE : Kota Marudu Learning Centre
PART A

Question 1

A successful school is led by an authoritative principal who can serve as an example

to other teachers. School administration and management is an important aspect that requires
attention because, according to Malaysian studies, management variables such as head
teachers' leadership have the most influence in determining the quality of education and
student academic achievement. Management, according to Peter F. Drucker, is a social
process formed to obtain the cooperation, participation, and involvement of members in an
organisation in order to achieve some information or the most effective objective; this
information is supported by the view that administrative efficiency will contribute to the
organization's goals. Furthermore, management is the process of planning, managing,
leading, and controlling the efforts of organisational members as well as the use of other
resources in order to achieve the specified goals. As a result, the school principal is crucial in
implementing new teaching changes by involving other teachers in the school. As a principal
who involves teachers in the design and implementation of teaching changes, he is capable of
performing all four basic functions of management in his organisation, namely planning,
organising, control and leadership. Most managers are involved in more than one activity at
the same time.
Planning refers to where the organisation wants to be in the future and how the
principal intends to get there. In general, planning entails defining the organization's future
goals and making decisions about the tasks and resources required to achieve those goals. to
attract other teachers to collaborate. Offering rewards, for example, excellent teacher awards,
and so on. It indirectly induces a better work mood in carrying out the assigned tasks. The
administration must also ensure that their teachers are loyal to the school because they adhere
to the correct concept. Planning is a top priority in educational administration. For example,
before the start of a new school year, the administrator will create a plan. As a result, all
school administrators will meet with all teachers to prepare the school calendar for the next
session as well as plan for that session. As a result, all administrators and teachers have an
early understanding of the goals to be met that year. Furthermore, the existing planning
allows the teacher to provide strategies or materials required to achieve a specific goal.
School administrators can also obtain resources such as human resources, financial resources,
physical resources, and others indirectly in order to carry out the plan.

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 Next, organizing can be defined as the process of making decisions about the best
way to gather, distribute, and coordinate all of the organization's activities and resources in
order to achieve the organization's overall goals. Managers will also use this function to
determine which tasks must be completed, how these tasks can be best combined into specific
jobs, and how employees can be grouped into different units to form an organisational
structure. This organisation must be implemented more frequently in educational
management and administration, particularly in school organisation. When a plan is
developed, school administrators will form a committee to oversee its implementation. As a
result, it was discovered that many committees have been formed in each school to
implement such a plan. Furthermore, if this organisation is formed on a regular basis, school
administrators will find it easier to distribute the resources that are available and obtained.
Every school, for example, has a Curriculum Committee whose job it is to oversee and
implement the subject committees. This committee will also ensure that each committee has
plans and activities in place to carry out the goals of the committee. As a result, both financial
and physical resources can be distributed more effectively.
The third function in the management process is control. Control, as defined by
Hellriegel and Slocum (1996), is the process by which an individual, group, or organisation
consciously monitors performance and takes corrective actions. Managers must ensure that
the organisation is moving in the right direction. Control can be defined as the process of
supervising school activities and comparing the outcomes or performance to the standards
that have been established to ensure that the outcomes or performance obtained are consistent
with the standards. If the performance obtained does not meet the standards, the school leader
or principal should take corrective action so that the planned organisational goals can be met.
Managers can use control to monitor the effectiveness of their planning, organising, and
leadership functions. Controlling and planning are in fact intertwined, with control providing
the means to monitor and improve performance in order to achieve the planned goals. Control
assists managers in dealing with uncertainty and changes in the environment, improving work
quality, detecting opportunities, dealing with complex situations, and facilitating the
delegation of authority to lower levels in the organisational hierarchy.
Lastly, once the plan is in place, the relationship structure within the organisation is
established, and capable employees are recruited, leadership becomes an increasingly
important management function. Leadership occurs not only after the planning and
organising processes are completed. as a manager or principal It is also critical to the success
of the functions in question. Leadership is the use of influence to motivate other teachers to
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achieve organisational goals. It is also critical to a school's success. Because it is important
for a principal to motivate other teachers toward the achievement of excellent school goals,
leadership refers to the use of this influence. In addition, the principal or head teacher is a
leader in the school organisation who must demonstrate effective leadership qualities in order
for the school organization's goals to be met. A principal or head teacher must have the
knowledge and skills of a leader in order for leadership to be more visible and followed by
other members of the organisation.
Subsequently, as a principal, it is critical to involve teachers in the design and
implementation of new teaching changes. This is because teachers are in the best position to
improve quality while also reducing problems and threats. Teachers are essential to
continuous improvement because all teachers have valuable ideas that can be shared as a
result of their direct exposure to procedures and work processes. As a result, they are better
equipped to deal with students' problems while also attempting to improve the quality of their
work. As a good teacher, they are very sensitive to the problems that their students face, and
if the problems can be resolved, the school will have no trouble meeting the goals that have
been set.

Question 2
According to education and schooling today’s require teachers to fulfil their duties
and responsibilities in order to ensure that every student masters reading and counting. They
will also ensure that each student has up-to-date information and new skills. As a result,
duties and responsibilities, as well as the teacher's commitment, should be increased.
According to my experience, this requires a new set of attitudes and perceptions in order to
achieve comprehensive academic excellence. To achieve this goal, teachers must be self-
aware enough to eliminate any factor that is impeding their success. Teachers must alter their
approach, strategy, and technique, as well as engage in positive thinking.
The definition of PDPC
a) Plan
The first is intended to serve as an example for all school activities, including co-
curricular activities, must be well planned. should do something or simply do what
someone else did.
b) Do
Next, ensure that everything that has been planned is fully implemented. This is the
most important stage because it will determine success in the planning stage.
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c) Check
Review is critical because all planning and implementation must be evaluated to
determine how effective they are or why they are not achieving the goals that have been
established. A lot of work as a teacher should be checked thoroughly. This includes
whether or not students' exercise books were reviewed, corrections were made, subject
diagnoses were made, and follow-up actions were taken, as well as whether or not the
decision on the teacher meeting or subject committee meeting was made, observations of
teachers' teaching in the classroom were made, or scheduled reports requested by local
education authorities were prepared and delivered on time. A comprehensive checklist
that includes all planning activities in the school is an effective way to ensure a practical
review system.
d) Action
After the review is completed and the outcome, whether positive or negative, is
known, the next critical step is to take action. first Determine the source of the problem,
as well as who caused it. Is the source caused by human attitudes or systems, as well as
unclear procedures or task scope. The next Action will ensure that unsatisfactory things
do not happen again. If the situation has reached a critical and serious level, the personnel
involved must be made aware through advice, criticism, guidance and counselling, and
even warnings and further action.
As a result, being an experienced and effective teacher is not impossible, because
having an effective school and so on achieve excellence and academic excellence. The
main and first prerequisite is the teacher's preparation and readiness to make a change,
whether it is a change in professional thinking and behaviour, and most importantly, for a
teacher not to give up easily. As a teacher, the professional must always demonstrate
strength in knowledge and behaviour, have a strong work ethic, and demand clear and
deep understanding, seriousness, and a high level of commitment to perform tasks at
school at all times. Furthermore, a Teacher with a strong spirit will be difficult to work
with. subject to failure in schoolwork, and will always be optimistic in all actions, as well
as willing to learn from mistakes and weaknesses. Those with a positive mindset and
attitude will not overreact, complain, or blame others or circumstances. Optimistic people
will look at everything from every angle in order to achieve success and progress,
whether from a personal or organisational standpoint.

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 PART B
Question 1
a) Finance is at the heart of every individual's and organization's ability to survive and
function. This is true of the role of finance in educational institutions at the secondary
level. As a result, financial management must be administered efficiently and prudently in
order for funds to be obtained in sufficient quantities, spent and managed in accordance
with proper procedures, and meet the organization's goals. According to the current
system, the principal is fully responsible as a school administrator for efficiently and
effectively planning, managing, controlling, and determining financial management in his
school. The Accounts and Audit Regulations in the Education Act of 1961 require
principals to keep school financial records on a regular basis and to send all school
accounts for the current year for audit before the following year.
The principal is also said to be in charge of ensuring that the school's financial
administration is managed in accordance with the Financial Order's regulations. To
determine the smoothness of the school's financial management, principals are required to
study and comply with all financial procedures. The extent to which school financial
management can be implemented systematically is determined by the principal's abilities,
leadership, and attitude. According to the definition, the budget serves five primary
purposes: planning, communication and coordination, resource or data allocation, and
profit and operations control.
First, budgeting is built on careful planning. It intends to list all of the requirements
that each component requires in order to achieve the goals that they have set for
themselves. The necessary funds can be used optimally with proper planning, and no
waste is hoped for. As in schools, allocations are divided into several categories such as
infrastructure needs, repairs, programme allocations, and so on. The working paper is one
of the budget planning documents that shows the financial needs' objective. Next, in terms
of communication and coordination, the budget is used to ensure effective communication
and to coordinate all of the plans that have been outlined. The available funds can connect
the involved parts with other parts indirectly to achieve the goal with the budget that has
been allocated. All school activities are planned in accordance with the provisions. To
obtain allocation, all of the teachers involved will create a project paper that includes a
cost estimate for each programme. The cost estimate will detail how money will be spent
based on the needs of a programme.

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 Budgeting is also based on resources or funds. The school will plan how much money
will be needed to strengthen the school budget. The source or fund refers to the school's
income from various sources. The flow of expenses will be affected if funds or resources
are not allocated. Profit will be made from the resources or funds obtained. Profit must be
controlled so that it can be used and distributed in accordance with the needs of the school.
The performance will be measured after going over the four primary purposes and the
funds that have been spent, and incentives will be provided to increase productivity other
than as one of the ways of appreciation. Once an expense estimate has been created and
approved, the principal should go back and present all expenses.
Besides, when managing the school's finances, the principal or head teacher must
emphasise planning and control while also taking administrative elements into account.
The goal is for the school to function properly with orderly financial management. The
principal's or principal's role as the school's leader is to ensure that all collections are
collected in accordance with the established procedure and that all spending is done in
accordance with the goal of improving quality teacher-student teaching and learning.
Thus, efficient and effective financial management is dependent on the wisdom of school
leadership to plan before spending, where with careful planning, the principal will be able
to determine the distribution of aid well.
Consequently, the school's financial budget is one of the most important aspects of
ensuring an annual plan that has its own significance in drawing up stable finances. A
budget can be thought of as a future plan. Every year, before the start of the school year,
principals should play an important role in ensuring that school preparation is planned.
Spending without planning results in irregular aid money for a specific subject. As the
primary administrator of the school, the principal should plan not only for the short term
but also for the long term. As a result, school principals or headmasters must be able to
explain and explain the financial resources obtained and how they are spent on specific
parties to meet the needs of customers. The principal or headmaster must also ensure that
all financial resources at the school are used efficiently for the benefit of students.

b) Schools are public institutions in charge of implementing national education

programmes based on government policies and philosophies. To achieve this goal, the
principal or headmaster must manage the school's finances in accordance with the
guidelines outlined in the School Finance Handbook, treasury instructions, and circular

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letters issued by the finance department, Malaysian Ministry of Education, and State
Department of Education.
In general, the master budget includes both operating and financial budgets. Before
we get into operating and financial budgets, let's define a budget, an operating budget, and
a financial budget. A budget is simply a forecast of expected income and expenses for a
specific time period. Without a doubt, it is a critical management decision-making tool.
Furthermore, budgets are useful in guiding direction throughout the year in all functional
areas of the organisation. Budgets are created in various forms by individuals, schools, and
even large organisations.
An operating budget is a fairly detailed statement that shows all anticipated operating
expenses and income over a specific time period. Thus, the operating budget reveals how
much profit an organisation will generate if the revenue and expense assumptions are
correct in the future. while A financial budget is a long-term and short-term financial plan
that includes incurred receipts and payments. The emphasis here is on the 'Cash' budget,
either inflows or outflows. Besides, an operating budget reconciles anticipated revenues
from anticipated resources with anticipated expenditures. As a result, both revenue and
expenditure must be adjusted, and there must be a profit surplus. A balance sheet that
shows assets and liabilities at any time during the year is included in the financial budget.
It also has to do with the organization's income and expenses.
Responsibilities shared by these two budgets The success of the operating budget
implementation is dependent on the respective functional leaders. As an example, if the
sales manager manages the sales effectively, the budget appears to be easily achievable.
On the other hand, if the production manager fails to meet the production target, the sales
department suffers. The successful implementation of the operating budget is dependent
on the respective functional leaders in budget finance. As an example, if the sales manager
manages the sales effectively, the budget appears to be easily achievable. On the other
hand, if the production manager fails to meet the production target, the sales department
suffers.
In addition, Budget preparation requirements. Operating budgets necessitate more
quantitative analytical detail in order to be prepared. Sales and production budgets
necessitate planning the number of sales units and the production of multiple units.
Financial budgets, on the other hand, are created based on expected receipts and payments.
As a result, financial budgeting does not necessitate quantitative analysis.

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 As previously stated, the operating budget addresses revenue and expenditure issues.
As a result, it is clear that the approach taken in preparing the operating budget is short-
term. It aids a company's management in making short-term decisions. The financial
budget, on the other hand, addresses the balance sheet, cash budget, and capital budgeting.
As a result, the approach used in this budgeting process can be described as long term
because it assists management in making long-term decisions.
Finally, on a small scale, the operating budget can provide a complete picture of the
business of an organization or school budget. The operating budget can be used to an
organization solely on its operating budget to determine its financial efficiency. The
financial budget depicts a clear long-term picture. The operational and financial efficiency
of an organisation can be seen through an analysis of its financial budget. The
reorganization, it can be stated that both the financial and operational budgets are
important. Operating budgets and financial budgets are inextricably linked and work in
tandem. As a result, an organisation cannot afford to avoid preparing any of these budgets.

Question 3
a) There are several change models that can be used in organizational management,
including Kurt Lewin's Three-Stage Change Model and Edgar Schein's Three-Stage
Change Model. In general, Kurt Lewin's Three Stage Model is the first to mention changes
in organizational management, and it serves as the foundation for the modern
organizational change model. This theory was developed by Kurt Lewin into three levels in
the model. The first level, which states organizational change, covers how to implement
change initiatives. The second stage is managing the change process, and the third stage is
stabilizing it. Lewin is widely regarded as a major pioneer in "social psychology" and is
fascinated by aspects of human change. His curiosity led him to direct a group of studies
that focused on the factors that influence people to change and the three stages required to
make a successful change. Robbins expanded Lewin's theory by categorizing it into three
levels: unfreezing, changing, and refreezing. Lewin's Change Model can be applied to
changes in the assessment system in education today.
First stage, the unfreezing stage may be one of the most important stages in deeply
understanding today's changing world. This is the foundation of change preparation. This
entails coming to terms with the fact that change is required to put us in a comfortable
zone. The first stage involves preparing ourselves or others for change (and ideally creating
the situation in which we want change). Prepare yourself for a change situation, which
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includes efforts to create a desire to change due to the need for something new. Change old
habits and attitudes to reflect changing circumstances. Management is the starting point for
realising this in the context of organisational behaviour. Typically, it is motivated by a
situation of declining work performance or competition. The more we believe that change
is required, the more motivated we are to effect change. Individuals in the Unfreezing stage
will be more motivated to change and will begin to weigh all options in terms of their
"pros" and "cons." We will make changes if the factors for change outnumber the factors
against change. If not, there is little motivation to change, and if we feel compelled to
change, we become grumpy and dig our heels in. The level of Unfreezing'moving involves
ourselves, the department, or everything in opposition to the desire to change.
Second stage, Kurt Lewin recognised that change is a process rather than an event. He
mentioned that the change process is a type of transition. Transition is an internal
movement or journey that we undertake in response to change. When we make the
necessary changes, we enter the second stage. Those who have been unfrozen will be
transformed into something new, a "new way of being." However, this level is frequently
the most difficult because people are unsure or even afraid. It is difficult in the context of
organisational behaviour because people learn about changes and need time to understand
and work with them. This assistance is critical. As a result, change entails learning and
understanding; this situation necessitates management's efforts to provide employees with
new data, information, knowledge, understanding, and courage to act, as well as new ways
of doing work and new perspectives on a situation (difference between learning and
understanding). Using role models and allowing people to develop their own solutions can
also help. This is also very useful for maintaining clear communication of the desired
change and benefits to the people so that they do not lose sight of where they will step to
change. As a result, it is critical at this stage to practise change as a continuous learning
process through a variety of planned change strategies is by the management uses legal
positions, rewards, and fines as change drivers through a coercive strategy.
Third stage, this level is referred to as the freezing point by Kurt Lewin, but many
people refer to it as refreezing. This level is concerned with the formation of stability of
changes that have been implemented and then accepted as new practises. However, this
takes time. The final stage of the change process. At this stage, the emphasis is on
maintaining the momentum of change and gradually making change a way of life, a way of
doing business, in terms of permanent behavioural and attitude changes. Positive
reinforcement is used to strengthen the desire to change the next time the effect of change
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 is visible. Mentoring, training, role playing, and modelling are some of the methods that
can be used to improve the stability of change. According to Lewin, consideration should
be given to how a change can be sustained in the future. As a result, constant reinforcement
is required during this stage to ensure that the changes made are completely frozen.
b) The principal is an important individual in school administration who is in charge of
curriculum and extracurricular activities. Principals have little knowledge of curriculum,
and the school system is more exam oriented. More emphasis is placed on programme
teacher development in teaching and learning, as courses and activities become less
important things. This undermines efforts to improve school curriculum management in an
indirect way. Curriculum activities can help students develop social skills, and solid co-
curricular activities can help students interact more effectively, fostering integration
between races in our country's pluralistic society.
Curriculum progress is determined by the principal's interest; for example, if the
principal used to be active in sports and associations, they may place more emphasis on the
direction of the activity. Indeed, some activities, such as games, soar brilliantly simply due
to the likes and the principal's interest. Principals who lack experience in sports and
associations will delegate the task to the Senior Assistant Teacher curriculum. In this case,
the principal is merely an observer who is pleased with the accepted report. This condition
causes symptoms such as a casual attitude, lack of seriousness, and eventually the neglect
of curriculum activities. The principal's interest and earnestness since the level of planning,
as well as its ability to obtain the cooperation of the teachers involved in the curriculum
implementation activities, are the main factors that contribute to the success of school
change in the field curriculum (Faudzi 2008). Here are the appropriate ways and examples
of how principals can make curriculum changes based on Kurt Lewin's model.
The curriculum change process must then be led by people in positions of authority,
such as school principals. It is necessary to first understand the significance of the change
before educating the other members about it. The educational process necessitates
persistence and motivation to ensure that the changes made are beneficial and contribute to
the success of positive school activities. Furthermore, as a principal, it is necessary to pay
attention to and overcome other factors that may impede curriculum change, so that the
change receives full support from all parties in the end. The principal must then develop
both short-term and long-term plans for curriculum changes.
Next, as a principal, you are responsible for managing curriculum and extracurricular
activities. According to Hui Ling in Zakiah (2005), the principal's knowledge of the
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curriculum is limited, and the school system is more exam oriented. More emphasis is
placed on programme teacher development in teaching and learning, as courses and
extracurricular activities become less important things. This indirectly impedes efforts to
improve school curriculum change management.
Beside that, to ensure the effectiveness of management changes and curriculum
implementation in schools, principals, senior curriculum assistants, and teacher advisors
must work together to mobilise ideas and energy in order to successfully achieve the goal
set. The balanced and consistent role of the principal demonstrates the importance of
systematic and orderly management for curriculum management to run smoothly and
effectively. The principal, too, must have a strategic plan in place to determine a clear
direction that has been accepted by the entire curriculum committee school.
Furthermore, as principals in schools, whether secondary or national, this has been
successful in leading the implementation of curriculum activities in his school. This
dimension's leadership responsibilities have been successfully implemented. In relation to
aspects leadership entails constantly discussing with teacher advisors for the purpose of
change or improvement. Formal and informal guidelines have been established at all levels
of curriculum organisation. As Principal, I prioritise teamwork in all curriculum change
efforts. This is because administrators play an important role in guiding teachers to
improve the quality of their work. This is because effective leadership is capable of
creating a conducive working and learning environment, as well as influencing teachers to
effectively implement curriculum programmes.
In the freezing phase, the changes that occur are stabilised by assisting those affected
by the change in integrating the changed behaviour and attitudes into a normal way of
doing things. keana This is accomplished by providing them with opportunities to
demonstrate new behaviours and attitudes. The established attitudes and behaviours must
be frozen in order to become new norms that are recognised as true, or to bring the
company back into balance. For example, in this phase, the expected situation has been
achieved, so the change should be strengthened and made permanent once more by the
school. To strengthen the change, the principal can establish new rules and policies, create
new cultures in the curriculum, and implement an appreciation system for the change. By
doing so, the change will reach a stable point.
Furthermore, the role of a principal as a teaching leader and its impact on teachers has
been extensively researched. This is because there are some schools that are not good even
though the principal is good, but there aren't any schools that are as good as the principal.
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 This statement explains the significance of a principal's role in ensuring the direction or
changing the curriculum in a school. This is due to the administration's failure to assist, as
providing little feedback has a negative impact on teacher self-confidence.
Consequently, by employing Lewin's three stages of change, it is possible to increase
the supporting force while decreasing the repelling force. In this study, the Lewin method
serves as the primary foundation for developing a new framework for change. This is due
to the fact that Lewin's method effectively allows a plan to be successful in terms of
planning, designing, and implementing change. The Lewin's method approach is significant
because it not only represents a valuable structural approach to change, but it also
effectively helps us to know how far we can achieve in terms of the various change
processes that users carry out and, ultimately, to be even better at keeping up with the pace
of world change.

Question 5
a) The concept of teaching supervision is not novel in the Malaysian educational system.
Through enforced policies and laws, instructional supervision has been introduced into the
national education system. It is a critical component of Malaysia's educational system.
Teaching supervision, according to Allan Glatthom (1984), is a process that helps teachers’
professional development by providing feedback on classroom interaction and assisting
teachers in teaching more effectively. Teaching supervision is defined by Lovell and Wiles
(1983) as a behavioral system specifically designed by an organization to influence
behavior teaching to improve student learning. While Glickman (1981) sees teaching
supervision as a process for changing or improving teachers teaching methods.
A summary of the above descriptions leads to the conclusion that classroom supervision
is an effort made by certain parties to assist a teacher in carrying out teaching work more
effectively. Perception also has a positive connotation, which is an effort to help teachers
improve their teaching performance. On the other hand, supervision is not a negative
practice in the sense that it is used solely to criticize the teacher's instruction.

b) Excellent schools are the result of strong management and leadership. Principals and
head teachers play an important role in making their schools effective learning institutions.
Teachers and students are confident that the goal of making their school an excellent
school will be met because of their ability to mobilize all available energy. Teachers will
be more confident, organized, and effective in their teaching and learning tasks if the
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school administration focuses on increasing academic excellence. Therefore, the
effectiveness of teachers' supervision in the classroom is very important and must be
improved in order to make the school a center of excellence for spreading knowledge,
delivering various types of skills, and shaping students' personalities.
Next, the purpose of school supervision is to ensure the stimulation of the professional
growth of teachers and their entire school system. It also ensures that teachers do what is
expected of them so that students learn. We know that Supervision by the school
management is very necessary for ensuring the continued excellence of the teacher's work.
Classroom supervision also will help teachers coordinate teaching activities and stimulate
teachers to achieve work performance excellent and able to develop one potential and
overcome any shortcomings if there are. Supervision by head teachers can help teachers
improve the quality of teaching so that it becomes more effective. This is because with
supervision, the head teacher can see more closely what actually happens in classroom so
that weaknesses can be improved and good practices can be strengthened.
Besides, as a head teacher, must have sufficient knowledge and be up to date on
changes in the curriculum when supervising students in the classroom. Head teachers
should also be capable of detecting pedagogical problems that arise during the teaching and
learning process and submitting reasonable suggestions aimed at repairing the weaknesses
that he has identified. Thus, the ability to communicate is also important in order to
persuade the teacher he supervises to change his or her approach to task completion. The
headmaster played an important role, particularly after supervision was completed. For
instance, providing support, instruction, and positive explanations to assist other teachers in
improving their classroom teaching. This is to avoid a clash between the headmaster and
the teacher, which would result in a misunderstanding between them.
After that, the teacher's responsibility in the task process and supervision in the school
or in the classroom is to teach and educate students seriously so that students can master
skills or knowledge that he taught. Effective teaching will assist students in developing
their intellectual, social, and personal well-being. Each teacher will organise and focus
their lessons. Topics and lesson contents that are appropriate and capable of being
effectively delivered to students are chosen. The teaching objective is simple to grasp, and
the path to success is obvious. Furthermore, the teacher will select teaching aids (BBM)
that are appropriate and interesting in order to stimulate student learning. Furthermore, the
purpose and process of supervision necessitate expertise knowledge and skills to enable
them to deal with educational challenges. As a result, they must be self-motivated,
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adaptable, patient, cooperative, and optimistic. In less encouraging supervisory situations,
principals must have a vision, perseverance, and patience, as well as be consistent. As a
result, when dealing with curriculum changes that lead to quality supervision, principals as
supervisors must master all of the necessary knowledge and skills while also revamping the
system in place so that supervision practise becomes more effective and leads to quality
supervision. The primary goal is to improve student learning quality. Clearly, quality
supervision will result in quality continuity in the school.
In conclusion, we rarely improve student performance in the classroom; instead, we
focus on assisting our teachers in improving their teaching performance. What matters is
the outcome. We appear to overlook the process aspect, which is the method or procedure
that can lead to more effective teaching. To ensure that the teacher can truly carry out
teaching tasks more effectively, a more typical form of observation, help, or guidance
should always be performed.

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