KLINIS SUPERVISI PERILAKU KERJA GURU
DOI:
https://doi.org/10.33143/jes.v7i1.1333Abstract
Guru memiliki peran strategis dalam pengembangan mutu pendidikan, sehingga upaya meningkatkan kualitas pendidikan sama halnya dengan upaya meningkatkan kualitas guru. Untuk itu sangat diperlukan adanya upaya-upaya pembinaan kualitas guru di sebuah sekolah; yang tidak hanya berkisar pada tataran peningkatan kualitas mengajarnya semata, akan tetapi turut pula mendampingi mereka dalam memperbaiki perilaku kerja secara professional melalui program supervisi klinis yang terencana, sistematis, dan intensif. Sehingga dengannya, setiap permasalahan kesenjangan perilaku kerja guru dapat teratasi dan secara otomatis turut mendongkrak mutu pendidikan di sekolah terkait. Fokus kajian ini adalah mendeskripsikan upaya-upaya klinis terhadap kelima indikator perilaku kerja guru, meliputi: orientasi pelayanan, integritas, komitmen, disiplin dan kerjasamanya dalam bekerja. Kesimpulan hasil kajian ini menunjukkan bahwa: (1) seluruh aspek perilaku kerja guru, yang terdiri dari: orientasi pelayanan, integritas, komitmen, disiplin dan kerjasama guru dalam bekerja merupakan elemen-elemen penentu produktivitas dan kualitas sebuah lembaga pendidikan yang siap bersaing secara global, (2) keterpenuhan aktualisasi perilaku kerja guru yang ideal sebagai tolak ukur SDM sekolah yang berkualitas; yang sekiranya dapat berperan penting dalam meningkatkan efektivitas pendidikan di sekolah, (3) pendekatan klinis yang paling tepat untuk menangani kesenjangan perilaku kerja guru adalah pendekatan klinis islami, karena kelima elemen tersebut pada umumnya berorientasi pada ranah afektif dan normatif yang lebih mudah dibentuk dengan pendekatan agama, serta (4) keberhasilan proses supervisi klinis sangat ditentukan oleh kerjasama yang kooperatif antara supervisor dan guru dengan memenuhi ketiga tahap pelaksanaannya secara intensif dan reflektif.
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Kata Kunci: Supervisi Klinis dan Perilaku Kerja Guru
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