Adaptive Leadership in Academic Supervision for Deep Learning at MAN 2 Tanah Datar
Abstract
This study examines how adaptive leadership is interpreted in academic supervision for deep learning-oriented Islamic Religious Education (PAI) at MAN 2 Tanah Datar. It addresses the tension between supervision as an administrative requirement and supervision as professional support for pedagogical change. A descriptive qualitative approach within a constructivist paradigm was employed, involving semi-structured interviews with 27 PAI teachers, one madrasah principal, and one vice principal for curriculum affairs (29 participants). Interview accounts were examined through thematic analysis and source triangulation across participant roles. The analysis identified three interrelated patterns: open communication and participatory decision-making, mentoring and professional support, and the use of local Minangkabau cultural references to interpret supervisory relationships. These patterns indicate a collaborative and developmental orientation to supervision, while the available interview evidence does not demonstrate measured changes in classroom practice or student learning. The findings are interpreted through adaptive leadership and culturally responsive school leadership, with deep learning treated as the pedagogical orientation of supervision rather than an empirically measured outcome. The study contributes a context-sensitive account of how formal supervision can be mediated by locally meaningful communication and deliberation. Practically, it suggests that madrasah leaders should connect dialogic supervision and mentoring to specific instructional decisions and follow-up, while future research should verify these relationships through classroom observation, documentary evidence, and longitudinal designs.
Downloads
References
Abbaspour, F., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2024). Uncovering the role of principals in enhancing teacher professional learning in a centralized education system. International Journal of Educational Management, 38(3), 873–889. https://doi.org/10.1108/IJEM-12-2023-0654
Alazmi, A. A., & Hammad, W. (2023). Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of trust and teacher agency. Educational Management Administration & Leadership, 51(5), 1141–1160. https://doi.org/10.1177/17411432211038007
Aldridge, J. M., & McLure, F. I. (2024). Preparing schools for educational change: Barriers and supports—A systematic literature review. Leadership and Policy in Schools, 23(3), 486–511. https://doi.org/10.1080/15700763.2023.2171439
Alsaleh, A. A. (2022). The influence of heads of departments’ instructional leadership, cooperation, and administrative support on school-based professional learning in Kuwait. Educational Management Administration & Leadership, 50(5), 832–850. https://doi.org/10.1177/1741143220953597
Amzat, I. H., Yanti, P. G., & Suswandari, S. (2022). Estimating the effect of principal instructional and distributed leadership on professional development of teachers in Jakarta, Indonesia. SAGE Open, 12(3). https://doi.org/10.1177/21582440221109585
Banwo, B. O. (2022). Exploring trust: Culturally responsive and positive school leadership. Journal of Educational Administration, 60(3), 323–339. https://doi.org/10.1108/JEA-03-2021-0065
Bellibaş, M. Ş., & Gümüş, S. (2023). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional Development in Education, 49(5), 925–937. https://doi.org/10.1080/19415257.2021.1879234
Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The moderation role of transformational leadership in the effect of instructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776–814. https://doi.org/10.1177/0013161X211035079
Bellibaş, M. Ş., Polatcan, M., & Kılınç, A. Ç. (2022). Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration & Leadership, 50(5), 812–831. https://doi.org/10.1177/1741143220945706
Berkovich, I., & Hassan, T. (2025). Principals’ digital transformational leadership, teachers’ commitment, and school effectiveness. Education Inquiry, 16(2), 177–194. https://doi.org/10.1080/20004508.2023.2173705
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE. https://doi.org/10.53841/bpsqmip.2022.1.33.46
Brown, M., Altrichter, H., Shiyan, I., Rodríguez Conde, M. J., McNamara, G., Herzog-Punzenberger, B., Vorobyeva, I., Vangrando, V., Gardezi, S., O’Hara, J., Postlbauer, A., Milyaeva, D., Sergeevna, N., Fulterer, S., Gamazo García, A., & Sánchez, L. (2022). Challenges and opportunities for culturally responsive leadership in schools: Evidence from four European countries. Policy Futures in Education, 20(5), 580–607. https://doi.org/10.1177/14782103211040909
Chaaban, Y., Sawalhi, R., & Du, X. (2022). Exploring teacher leadership for professional learning in response to educational disruption in Qatar. Professional Development in Education, 48(3), 426–443. https://doi.org/10.1080/19415257.2021.1973070
Chaniago, I. A., & Alfikri, M. (2022). Communication of Kato Nan Ampek cultural perspective in Minangkabau community in Medan Denai District, Medan City. Daengku: Journal of Humanities and Social Sciences Innovation, 2(4), 472–479. https://doi.org/10.35877/454RI.daengku1095
Chaula, L., Lawrent, G., & Freddie Warioba Iramba, I. (2024). School heads’ clinical supervision practices in Tanzania: Implications for teachers’ professional competency development. Cogent Education, 11(1), 2362551. https://doi.org/10.1080/2331186X.2024.2362551
Dorukbaşi, E., & Cansoy, R. (2024). Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices. European Journal of Education, 59(3), e12672. https://doi.org/10.1111/ejed.12672
Faizuddin, A., Azizan, N. A., Othman, A., & Ismail, S. N. (2022). Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices. Frontiers in Education, 7, 983807. https://doi.org/10.3389/feduc.2022.983807
Fernandes, V., Wong, W., & Noonan, M. (2023). Developing adaptability and agility in leadership amidst the COVID-19 crisis: Experiences of early-career school principals. International Journal of Educational Management, 37(2), 483–506. https://doi.org/10.1108/IJEM-02-2022-0076
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world change the world. Corwin. https://doi.org/10.4135/9781506368603
Genao, S. (2021). Doing it for culturally responsive school leadership: Utilizing reflexivity from preparation to practice. Journal of Research on Leadership Education, 16(2), 158–170. https://doi.org/10.1177/19427751211002226
Glover, T. A., Reddy, L. A., & Crouse, K. (2023). Instructional coaching actions that predict teacher classroom practices and student achievement. Journal of School Psychology, 96, 1–11. https://doi.org/10.1016/j.jsp.2022.10.006
He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9, 63. https://doi.org/10.1186/s40862-024-00290-0
Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press. https://store.hbr.org/product/5764
Highfield, C., Webber, M., & Woods, R. (2024). Culturally responsive middle leadership for equitable student outcomes. Education Sciences, 14(3), 327. https://doi.org/10.3390/educsci14030327
Huang, L., Huang, Y., & Zhou, S. (2023). Examining principal leadership effects on teacher professional learning in China: A multilevel analysis. Educational Management Administration & Leadership, 51(6), 1278–1300. https://doi.org/10.1177/17411432211041626
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383
Liu, S., & Hallinger, P. (2021). Unpacking the effects of culture on school leadership and teacher learning in China. Educational Management Administration & Leadership, 49(2), 214–233. https://doi.org/10.1177/1741143219896042
Liu, S., & Hallinger, P. (2024). The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination. Educational Management Administration & Leadership, 52(3), 556–575. https://doi.org/10.1177/17411432221089185
Longhurst, M. L., Jones, S. H., & Campbell, T. (2022). Mediating influences in professional learning: Factors that lead to appropriation and principled adaptation. Professional Development in Education, 48(3), 506–522. https://doi.org/10.1080/19415257.2021.1879220
Longmuir, F., Casinader, N., Prosser, H., & van Cuylenburg, P. (2022). Leadership of cultural education in the current age: An exploratory investigation of culturally responsive capacity through the lens of transculturalism. Journal of Educational Administration and History, 54(4), 420–439. https://doi.org/10.1080/00220620.2022.2044293
Mansfield, K. C., & Lambrinou, M. (2024). Culturally responsive leadership: A critical analysis of one school district’s five-year plan. Frontiers in Education, 9, 1385788. https://doi.org/10.3389/feduc.2024.1385788
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Pan, H.-L. W., & Chen, W.-Y. (2021). How principal leadership facilitates teacher learning through teacher leadership: Determining the critical path. Educational Management Administration & Leadership, 49(3), 454–470. https://doi.org/10.1177/1741143220913553
Pashmforoosh, R., Irby, B. J., Lara-Alecio, R., & Tong, F. (2023). Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities. Frontiers in Education, 8, 1168734. https://doi.org/10.3389/feduc.2023.1168734
Poekert, P. E., Swaffield, S., Demir, E. K., & Wright, S. A. (2020). Leadership for professional learning towards educational equity: A systematic literature review. Professional Development in Education, 46(4), 541–562. https://doi.org/10.1080/19415257.2020.1787209
Reddy, L. A., Shernoff, E., & Lekwa, A. (2021). A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes. Journal of School Psychology, 86, 151–168. https://doi.org/10.1016/j.jsp.2021.04.001
Robertson, D. A., Padesky, L. B., Thrailkill, L. D., Kelly, A., & Brock, C. H. (2024). Exploring the role of instructional leaders in promoting agency in teachers’ professional learning. International Journal of Professional Development, Learners and Learning, 6(1), ep2402. https://doi.org/10.30935/ijpdll/14058
Savvopoulos, D., Saiti, A., & Arar, K. (2024). The role of the school head in inclusion and culturally responsive leadership. Journal of Educational Administration and History, 56(2), 107–131. https://doi.org/10.1080/00220620.2022.2122419
Thien, L. M., & Liu, P. (2024). Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: A partial least squares analysis. Humanities and Social Sciences Communications, 11, 7. https://doi.org/10.1057/s41599-023-02500-5
Zhang, J., & Peng, Y. (2024). Unlocking teacher agency for professional learning through connection-building: Evidence from a professional development program on China’s Standards of English Language Ability. The Asia-Pacific Education Researcher, 33(6), 1515–1523. https://doi.org/10.1007/s40299-024-00914-6
Copyright (c) 2026 Silvia Susrizal, Nur Azizah, Merri Yelliza, Susi Ratna Sari, Mega Adhyna Movitaria; Syahrur Ramli; Yoga Habibullah, Ramza Husmen
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with ISEJ: Indonesian Science Education Journal agree to the following terms:
- Authors retain copyright and grant the ISEJ: Indonesian Science Education Journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
.png)
_(3).png)
