Clinical Supervision in Teachers’ Professional Development: An Integrative Framework
DOI:
https://doi.org/10.54437/attadbir.v4i2.3842Abstract
Clinical supervision has increasingly been positioned as an approach to support teacher professional development; however, previous studies have examined its stages, implementation mechanisms, contextual conditions, and professional outcomes from relatively fragmented perspectives. This study aims to analyze the role of clinical supervision in teacher professional development and to synthesize the relationships among the supervision cycle, developmental mechanisms, implementation conditions, and professional outcomes. This study employed a Systematic Literature Review (SLR) with thematic-narrative synthesis following the PRISMA 2020 framework. Relevant literature published primarily between 2020 and 2026 was identified through Scopus, ERIC, Google Scholar, Garuda, and SINTA using keywords related to clinical supervision and teacher professional development. Selected studies were assessed using the JBI Critical Appraisal Tools and analyzed through thematic coding and cross-study comparison. The findings indicate four interconnected domains: clinical supervision cycle, developmental mechanisms, enabling and constraining conditions, and professional development outcomes. The supervision cycle consists of planning, observation, evidence analysis, feedback, and follow-up, while reflection, professional dialogue, coaching, and collaborative improvement function as mechanisms linking supervision to professional learning. Trust, supervisor competence, teacher engagement, institutional support, time, and workload influence the quality of implementation. Professional outcomes include competence, instructional improvement, self-efficacy, and professional identity. Based on these findings, the study proposes an Integrative Clinical Supervision-Professional Development Framework as a conceptual synthesis of existing evidence. The framework should be understood as an interpretive-conceptual framework requiring further empirical validation rather than as a validated causal model.
Downloads
References
Arifin, S., Sutama, S., Aryani, S. A., Prayitno, H. J., & Waston, W. (2023). Improving The Professional Teacher Competence Through Clinical Supervision Based on Multicultural Values in Pesantren. Nazhruna: Jurnal Pendidikan Islam, 6(3), 386–402. https://doi.org/10.31538/nzh.v6i3.4037
Aulia, R. N., & Alimulloh, A. (2026). The Role of Madrasah Heads’ Academic Supervision in Enhancing Teachers’ Creativity. At Tadbir: Islamic Education Management Journal, 4(1), 29–41. https://doi.org/10.54437/attadbir.v4i1.3073
Bhattacharjee, A., & Sarkar, A. (2024). Abusive supervision: A systematic literature review. Management Review Quarterly, 74(1), 1–34. https://doi.org/10.1007/s11301-022-00291-8
Cansoy, R., Kılınç, A. Ç., & Türkoğlu, M. E. (2025). Barriers to school principals’ effective instructional supervision practices: Evidence from a centralised educational context. Educational Studies, 51(1), 114–131. https://doi.org/10.1080/03055698.2024.2322942
Chaula, L., Lawrent, G., & Freddie Warioba Iramba, I. (2024). School heads’ clinical supervision practices in Tanzania: Implications for teachers’ professional competency development. Cogent Education, 11(1), 2362551. https://doi.org/10.1080/2331186X.2024.2362551
Choy-Brown, M., Baslock, D., Cable, C., Marsalis, S., & Williams, N. J. (2022). In Search of the Common Elements of Clinical Supervision: A Systematic Review. Administration and Policy in Mental Health and Mental Health Services Research, 49(4), 623–643. https://doi.org/10.1007/s10488-022-01188-0
Fathma, H. C., Azza, I. A., & Daristin, P. E. (2026). Perceptions of Students on the Islamic Religious Education Programme Regarding the Course on Learning Evaluation. At Tadbir: Islamic Education Management Journal, 4(1), 65–76. https://doi.org/10.54437/attadbir.v4i1.3373
Göker, S. D. (2020). Cognitive coaching: A powerful supervisory tool to increase teacher sense of efficacy and shape teacher identity. Teacher Development, 24(4), 559–582. https://doi.org/10.1080/13664530.2020.1791241
Gulo, R. S., Niswanto, Ismail, & Handayani, N. (2026). Coaching-based academic supervision to enhance teachers’ pedagogical competence. Indonesian Journal of Educational Development (IJED), 6(4), 1294–1305. https://doi.org/10.59672/ijed.v6i4.5683
Hamdi, L., Sudadi, S., & Ramdhan, T. W. (2024). Clinical Supervision as a Professional Development Strategy: Improving the Teaching Quality of Madrasah Intidaiyah. Journal of Education Research, 5(4), 5521–5527. https://doi.org/10.37985/jer.v5i4.1764
Hinojosa, D. M. (2022). Practice what you teach: Onsite coaching and dialogic feedback to promote the appropriation of instructional strategies. Teaching and Teacher Education, 111, 103582. https://doi.org/10.1016/j.tate.2021.103582
Huplan, Sumarlin, I., & Laniar, H. (2025). Upaya Pengembangan Profesionalisme Guru Dalam Meningkatkan Mutu Pembelajaran. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(04), 276–294. https://doi.org/10.23969/jp.v10i04.35800
Ibrahim, A., Abdullah, R., Abdelwahab, E., & Zoelfakar, N. (2026). Teacher supervision and wellbeing in UAE schools: Balancing support and accountability. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1896316
Imamah, I., Umah, L. R., & Septiana, N. (2025). Building a Pedagogical Innovation Ecosystem: The Role of Clinical Supervision in Improving the Quality of Madrasah Aliyah. Managere: Indonesian Journal of Educational Management, 7(2), 125–136. https://doi.org/10.52627/managere.v7i2.670
Jiono, Sukman, & Hasbullah. (2025). Implementasi Supervisi Klinis Dalam Meningkatkan Profesionalisme Guru Pendidikan Agama Islam di Madrasah Aliyah Negeri Fakfak. Al-Mumtaz: Jurnal Manajemen Pendidikan Islam, 2(2), 128–140. https://doi.org/10.47945/al-mumtaz.v2i2.2069
Kesawan, P., Nur, K., & Rosmidar, R. (2024). Keterampilan Mengelola Kelas | Edukasi Elita: Jurnal Inovasi Pendidikan. https://journal.lpkd.or.id/index.php/Edukasi/article/view/1040
Koh, D., McNulty, G., & Toh-Heng, H. L. (2022). Reflective practice through clinical supervision: Implications for professional and organisational sustainability. British Journal of Guidance & Counselling, 50(6), 879–896. https://doi.org/10.1080/03069885.2021.1978056
Lailiyah, M., Haryati, T., & Sumarno, S. (2025). The Effectiveness of Clinical Supervision in Developing Teachers’ Professional Competence: A Quantitative Study at SD Negeri 1 Kalipang Rembang. Journal of Educational Sciences, 9(5), 3473–3485. https://doi.org/10.31258/jes.9.5.p.3473-3485
Mawikere, M. C. S. (2023). Prinsip-Prinsip Desain Pembelajaran. EDULEAD: Journal of Christian Education and Leadership, 4(2), 208–215. https://doi.org/10.47530/edulead.v4i2.168
Mok, S. Y., & Staub, F. C. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies. Teaching and Teacher Education, 107, 103484. https://doi.org/10.1016/j.tate.2021.103484
Mujahidin, M., Solechan, S., Afif, Z. N., & Liani, A. (2025). Implementasi Penilaian Kinerja Guru Melalui Supervisi Pembelajaran. At Tadbir: Islamic Education Management Journal, 3(1), 27–37. https://doi.org/10.54437/attadbir.v3i1.2086
Mulyani, E. S., & Astutik, A. P. (2026). Clinical Supervision In Improving Teacher Professionalism Supervisi Klinis Dalam Meningkatkan Profesionalisme Guru: Supervisi Klinis dalam Meningkatkan Profesionalisme Guru. Indonesian Journal of Innovation Studies, 27(3), 10.21070/ijins.v27i3.1966-10.21070/ijins.v27i3.1966. https://doi.org/10.21070/ijins.v27i3.1966
Munawwir, M., Irnanda, Y. S., & Ilmiah, R. (2025). Analisis Profesionalisme Guru dalam Meningkatkan Kualitas Pembelajaran. Jurnal Studi Guru Dan Pembelajaran, 8(1), 338–350. https://doi.org/10.30605/jsgp.8.1.2025.5678
Mundir, A., Kristanto, A., & Khamidi, A. (2026). Principal-Led Clinical Supervision in Indonesian Schools: Advancing Teacher Professional Development for SDG 4. Journal of Current Studies in SDGs, 2(4), 275–275. https://doi.org/10.63230/jocsis.2.4.275
Murtafi’ah, A. N., & Rosid, M. H. A. (2024). Supervisi Klinis dalam Pembinaan Profesionalisme Guru MA Amanatulloh Banyuwangi. Southeast Asian Journal of Islamic Education Management, 5(1), 33–46. https://doi.org/10.21154/sajiem.v5i1.289
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Purssell, E., & Gould, D. (2021). Undertaking qualitative reviews in nursing and education—A method of thematic analysis for students and clinicians. International Journal of Nursing Studies Advances, 3, 100036. https://doi.org/10.1016/j.ijnsa.2021.100036
Rafiqie, M., Habibi, E., Suyitno, S., & Samsudin, M. A. (2025). The Mediating Role of School Culture in the Influence of Clinical Supervision on MTs Teachers in Situbondo Regency, East Java, Indonesia. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 10(2), 218–228. https://doi.org/10.25217/ji.v10i2.6444
Rahayu, A., & Saskia, A. (2025). Metode Penelitian Tindakan Kelas: Konsep, Tahapan dan Keunggulan dalam Praktik Pembelajaran. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 4(4), 828–836. https://doi.org/10.54259/diajar.v4i4.5792
Sari, E., Masduki, A., & Matin, M. (2021). Clinical Supervision and Its Impact on Pedagogical Competence of Vocational School Teachers. Journal of Education Research and Evaluation, 5(2), 265–270. https://doi.org/10.23887/jere.v5i2.31590
Setyowati, S., Prasetyo, I., & Murti, R. C. (2023). Clinical Supervision Model to Overcome Loss Learning in Elementary School Post Pandemic. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(1), 82–93. https://doi.org/10.33650/al-tanzim.v7i1.4446
Sustiana, M., Abdurrahmansyah, A., Amalia, N., & Yolanda, K. (2025). Meningkatkan Kompetensi Guru Untuk Mewujudkan Pendidikan Berkualitas. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 5(1), 90–100. https://doi.org/10.32665/jurmia.v5i1.4128
Syahputra, A., Sudadi, & Mufaizin. (2024). Implementation of Clinical Supervision to Enhance Teacher Professionalism at Madrasah. Idarotuna : Journal of Administrative Science, 5(2), 170–183. https://doi.org/10.54471/idarotuna.v5i2.110
Syuhadak, A. (2025). Penerapan Supervisi Klinis Sebagai Upaya Meningkatkan Kompetensi Pedagogik Guru Di SMP Negeri 30 Surabaya. JDP (Jurnal Dinamika Pendidikan), 11(3), 23–35. https://doi.org/10.64540/vebfbf78
Widyasari, N., & Husain, M. (2025). Dynamics And The Challenges Of Implementing Clinical Supervision In Improving The Professionalism Of Teachers. Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam, 4(2), 162–175. https://doi.org/10.18860/rosikhun.v4i2.31654
Windsor, S., Kriewaldt, J., Nash, M., Lilja, A., & Thornton, J. (2022). Developing teachers: Adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development. Professional Development in Education, 48(4), 642–656. https://doi.org/10.1080/19415257.2020.1712452
Yuliana, L., & Ernawati, R. D. (2022). Pelaksanaan observasi supervisi klinis pada masa pandemi covid-19 di sekolah menengah pertama. Jurnal Akuntabilitas Manajemen Pendidikan, 10(2), 162–170. https://doi.org/10.21831/jamp.v10i2.46116
Yunus, M., Suaningrat, Mardiah, A., & Almahfuz. (2025). Peran Supervisi Klinis Kepala Sekolah dalam Peningkatan Profesionalisme Guru di SMKN 3 Tanjungpinang. Journal of Education and Culture, 5(1), 26–33. https://doi.org/10.58707/jec.v5i1.1223
Zahiq, M., & Kusuma, A. W. (2025). Strategi Supervisi Akademik Integratif Kepala Madrasah untuk Pengembangan Profesionalisme Guru. At Tadbir: Islamic Education Management Journal, 3(2), 169–183. https://doi.org/10.54437/attadbir.v3i2.2584
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ade Mamah Suryamah , Siti Elya Fitrianingsih, Syamsul Arifin, Rijal Firdaos, Uyu Muawanah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
