When Education Supervision vs Vertical Bullying: How to Support the Growth of Teacher Quality?
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| Title: | When Education Supervision vs Vertical Bullying: How to Support the Growth of Teacher Quality? |
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| Language: | English |
| Authors: | Mochammad Devi Cahya Ruhimat, Rizki Satria Nugraha, Nani Hartini, Yayah Rahyasih, Stacy Leigh Scott, Muhammad Faizal A. Ghani |
| Source: | Educational Process: International Journal. Article e2025290 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Behavior, Bullying, Supervisory Methods, Teacher Supervision, Reflection, Power Structure, Empathy, Trust (Psychology), Cooperation, Preservice Teacher Education, Foreign Countries, Teacher Attitudes, Administrator Attitudes, Feedback (Response) |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Purpose: This study aims to find alternatives that can address the weaknesses of educational supervision in the phenomenon of vertical bullying from senior to junior teachers. Method: A qualitative approach with phenomenology design using in-depth interview techniques was utilized with 13 informants who were recruited and selected by inclusion and exclusion criteria, consisting of experienced educators and mentors spread across West Java, Indonesia. The interview protocol was assessed by the expert and improved through a pilot project. According to Bingham, The data was analyzed using the qualitative analysis process in five phases. Results: First, strategies to encourage reflective learning and mutual growth in the supervisory relationship between senior and junior teachers: Balanced supervisory dynamics, and Reflective learning and mutual growth. Second, ways to create a more balanced and supportive supervision framework to reduce the effects of vertical bullying in teacher education: Empathy and support in feedback, a supportive framework to prevent vertical bullying, and trust and collaboration in mentorship. Conclusion: These two significant results are tabulated as a new theory about the five keys to preventing and/or addressing vertical bullying in the context of educational supervision. Considering that such preventive and remedial approaches have not been achieved by previous relevant research. At the same time, vertical bullying continues to increase in various teacher education contexts in different countries; the results of this study promise a new, highly valuable contribution. Allow for the prevention and resolution of vertical bullying against teachers. Further research with a quasi-experimental approach to prove the effectiveness of this new theory is recommended. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483271 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to find alternatives that can address the weaknesses of educational supervision in the phenomenon of vertical bullying from senior to junior teachers. Method: A qualitative approach with phenomenology design using in-depth interview techniques was utilized with 13 informants who were recruited and selected by inclusion and exclusion criteria, consisting of experienced educators and mentors spread across West Java, Indonesia. The interview protocol was assessed by the expert and improved through a pilot project. According to Bingham, The data was analyzed using the qualitative analysis process in five phases. Results: First, strategies to encourage reflective learning and mutual growth in the supervisory relationship between senior and junior teachers: Balanced supervisory dynamics, and Reflective learning and mutual growth. Second, ways to create a more balanced and supportive supervision framework to reduce the effects of vertical bullying in teacher education: Empathy and support in feedback, a supportive framework to prevent vertical bullying, and trust and collaboration in mentorship. Conclusion: These two significant results are tabulated as a new theory about the five keys to preventing and/or addressing vertical bullying in the context of educational supervision. Considering that such preventive and remedial approaches have not been achieved by previous relevant research. At the same time, vertical bullying continues to increase in various teacher education contexts in different countries; the results of this study promise a new, highly valuable contribution. Allow for the prevention and resolution of vertical bullying against teachers. Further research with a quasi-experimental approach to prove the effectiveness of this new theory is recommended. |
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| ISSN: | 2147-0901 2564-8020 |
