Supervision of Physical Education teacher competence: A contextual approach to planning, objectives, instruments, and scheduling

This study explored the supervision of Physical Education (PE) teacher competence through a contextual approach using the CIPP model (Context, Input, Process, and Product). It also examined the implementation of supervision carried out by school principals at several junior high schools in Bima City, with a focus on planning, program objectives, the instruments used, and the schedule for conducting supervision. Through interviews with PE teachers at several junior high schools, it was found that the supervision planning was done collaboratively, program objectives were aligned with the school’s vision, supervision instruments had undergone significant development, and the supervision schedule was designed with flexibility and teachers' needs in mind. The research results showed that a systematic approach to supervision not only improves teacher competence but also enhances the quality of education at the school. The contextual approach was applied to ensure that the supervision program aligns with the field's needs and situation, thereby achieving optimal results. The findings of this study are expected to contribute to the development of more effective supervision practices, tailored to improve PE teachers' competencies at various levels of education.