Academic Supervision Through the TIRTA Coaching Model: A Case Study of Sekolah Penggerak in Sinjai Regency

Résumé

This study examines how the TIRTA coaching model was enacted in academic supervision, how teachers experienced the process, and which conditions supported or constrained implementation in junior high schools participating in Indonesia’s Sekolah Penggerak program. A qualitative case-study approach was used across three public schools in Sinjai Regency: SMP Negeri 1 Sinjai, SMP Negeri 35 Sinjai, and SMP Negeri 11 Sinjai. The study drew on semi-structured interviews, observation, and documentation involving 12 informants: three principals, six teachers involved in Learning Committee Training, and three school supervisors. Data were interpreted through collection, condensation, display, and conclusion verification, supported by source triangulation. The findings indicate that principals organized coaching around goal clarification, identification of instructional challenges, action planning, and accountability, linking these elements to pre-observation, classroom observation, and post-observation dialogue. Participants reported more open principal–teacher communication, opportunities for reflective problem identification, and greater participation in developing instructional follow-up plans. Implementation was facilitated by principals’ questioning and listening skills, teacher commitment, and collaborative school norms. Constraints included limited time, teaching workloads, uneven understanding of coaching, and lingering discomfort with conventional supervisory hierarchies. The study contributes a contextual account of how a structured coaching conversation can connect supervisory routines with teachers’ professional agency in resource-constrained school settings. However, reported changes should not be interpreted as causal evidence of improvements in student achievement