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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?
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
FullText Text:
  Availability: 0
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  Data: When Education Supervision vs Vertical Bullying: How to Support the Growth of Teacher Quality?
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  Data: <searchLink fieldCode="AR" term="%22Mochammad+Devi+Cahya+Ruhimat%22">Mochammad Devi Cahya Ruhimat</searchLink><br /><searchLink fieldCode="AR" term="%22Rizki+Satria+Nugraha%22">Rizki Satria Nugraha</searchLink><br /><searchLink fieldCode="AR" term="%22Nani+Hartini%22">Nani Hartini</searchLink><br /><searchLink fieldCode="AR" term="%22Yayah+Rahyasih%22">Yayah Rahyasih</searchLink><br /><searchLink fieldCode="AR" term="%22Stacy+Leigh+Scott%22">Stacy Leigh Scott</searchLink><br /><searchLink fieldCode="AR" term="%22Muhammad+Faizal+A%2E+Ghani%22">Muhammad Faizal A. Ghani</searchLink>
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2025
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  Data: EJ1483271
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1483271
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
    Subjects:
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Supervisory Methods
        Type: general
      – SubjectFull: Teacher Supervision
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: When Education Supervision vs Vertical Bullying: How to Support the Growth of Teacher Quality?
        Type: main
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          Name:
            NameFull: Mochammad Devi Cahya Ruhimat
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            NameFull: Rizki Satria Nugraha
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            NameFull: Nani Hartini
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            NameFull: Yayah Rahyasih
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            NameFull: Stacy Leigh Scott
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            NameFull: Muhammad Faizal A. Ghani
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              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2147-0901
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              Value: 2564-8020
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            – Type: volume
              Value: 16
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            – TitleFull: Educational Process: International Journal
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