Epistemic Construction of Teachers' Perceptions of Academic Supervision at SMAN 2 Singingi Hilir

Abstract

This study examines the epistemic construction of teachers’ perceptions of academic supervision at SMAN 2 Singingi Hilir within the framework of cognitive, affective, and conative dimensions. The study is grounded in the global shift from administrative supervision toward professional development-oriented practices, which emphasize reflection, collaboration, and continuous teacher learning. A qualitative approach with a single case study design was employed, involving seven purposively selected teachers who had experienced academic supervision. Data were collected through semi structured interviews, non participant observation, and document analysis, and analyzed using thematic analysis. The findings reveal that teachers’ cognitive construction of supervision is divided into two main orientations: evaluative and reflective, with the former being more dominant. The affective dimension shows a dynamic emotional cycle, characterized by anxiety before supervision, tension during the process, and relief afterward, alongside ambivalent perceptions of supervision as both pressure and professional support. The conative dimension manifests in post-supervision actions, predominantly in administrative revisions rather than substantive pedagogical transformation. Variations in implementation are influenced by individual reflective capacity and contextual constraints such as time, student characteristics, and institutional resources. These findings indicate that the integration of cognitive, affective, and conative dimensions in academic supervision remains partial and uneven. The novelty of this study lies in demonstrating that teachers’ epistemic construction operates as a non-linear spectrum shaped by the interaction of epistemic awareness, emotional experience, professional identity, and contextual factors. This study contributes to the development of a more holistic model of academic supervision that emphasizes reflective, dialogic, and context-sensitive professional learning.