Digital Synergy in Educational Supervision: A Technology-Driven Model for Collaborative School Excellence
DOI:
https://doi.org/10.56294/saludcyt20262617Keywords:
Collaborative Supervision, Educational Innovation, Digital Synergy, Technology Integration, School ExcellenceAbstract
The rapid digital transformation in education has reshaped supervisory practices, demanding systems that move beyond administrative routines toward collaborative, transparent, and data-informed approaches. While digital tools have become increasingly accessible, many schools still employ them only for basic reporting, leaving unrealized the potential for technology to strengthen professional interaction and institutional improvement. This study aimed to evaluate a technology-mediated collaborative supervision model grounded in the concept of digital synergy, examining how the integration of digital platforms, data literacy, and collaborative supervisory routines contributes to managerial quality, teacher performance, and school effectiveness. Using a qualitative case study design, data were collected from five public senior high schools in Padang City through document analysis, semi-structured interviews with principals and vice principals, and a Likert-scale questionnaire that assessed supervisory needs. Thematic analysis revealed that school leaders exhibit high awareness of the importance of digital tools, yet operational use remains limited, with technology functioning primarily as an administrative mechanism rather than an instrument for reflective supervision or joint decision-making. Collaborative supervision is widely valued but lacks structured digital routines to support shared analysis and sustained collegial engagement. Data-driven planning remains fragmented, with supervision results seldom informing strategic documents such as the RKJM. Despite these limitations, evidence of emerging digital synergy is visible in improved communication patterns and increased accessibility of supervisory records. The study concludes that technology-mediated supervision can enhance school performance when digital infrastructure, data competencies, and collaborative leadership are developed cohesively within an ethical and participatory supervisory culture.
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Copyright (c) 2026 Azvi Rahmi , Nurhizrah Gistituati, Rifma, Syahril, Ahmad Fauzan , Irsyad (Author)
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