PERCEPTUAL CONFLICT BETWEEN EVALUATION AND DEVELOPMENT FUNCTIONS IN EDUCATIONAL SUPERVISION
Keywords:
Educational Supervision, Evaluation, Development, Perceptual Conflict, LearningAbstract
Educational supervision plays a strategic role in improving the quality of learning. However, in practice, supervision is often perceived differently by educational stakeholders, particularly in relation to its evaluative and developmental functions. These differing perceptions have the potential to create conflicts that affect the effectiveness of supervision and the quality of learning. This article aims to analyze perceptual conflicts between the evaluative and developmental functions of educational supervision based on a literature review. This study employs a qualitative approach using a library research method. Data were obtained from books and national and international journal articles relevant to educational supervision. Data analysis was conducted through content analysis and thematic synthesis of concepts, findings, and trends identified in the literature. The results indicate that perceptual conflicts arise when supervision is predominantly practiced as a tool of control and evaluation rather than as a process of professional development for teachers. This condition leads to teachers’ resistance to supervision, inauthentic teaching practices, and a decline in the quality of classroom interactions. This article emphasizes the importance of integrating evaluative and developmental functions and highlights the need to reorient the paradigm of educational supervision toward a more humanistic, dialogical, and reflective approach. The findings of this study are expected to serve as a conceptual foundation for the development of more effective educational supervision practices oriented toward improving learning quality
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