The Role of Mentor Teachers in Non-Academic Guidance: Case Study of Senior High School Teaching Assistance Program
Abstract
Objective: This study aims to examine the role of the supervising teacher in non-academic guidance in the Teaching Assistance Program in Senior High Schools. As with technical guidance in the learning process of prospective teachers, non-academic aspects are no less important in the success of the teaching assistance program, but there are still few studies that reveal these aspects. Method: The study was conducted using a qualitative method with data collection through in-depth interviews with supervising teachers and prospective teachers. Results: The results of the study indicate that supervising teachers play a significant role in the development of interpersonal skills, professional ethics, guidance on school environment adaptation, leadership character, and stress management needed by prospective teachers. This non-academic guidance has improved the professional readiness of students, preparing them to face educational challenges. However, there are challenges in implementing this guidance, namely limited time and workload of supervising teachers. This study recommends training for supervising teachers in non-academic guidance aspects and the need for institutional support to improve the effectiveness of the teaching assistance program. Novelty: These findings emphasize the importance of a holistic approach in the education of prospective teachers, which focuses on academic aspects and the development of social and emotional skills.
Abstract View: 110 
PDF Download: 64
Similarity Check Download: 30
Metrics
References
Abetang, M. A., Oguma, R. N., & Abetang, A. P. (2020). Mentoring and the Difference It Makes in Teachers’ Work: a Literature Review. European Journal of Education Studies, 7(6), 301–323. https://doi.org/10.46827/ejes.v7i6.3146
Al Fath, A. M. (2021). Teams Games Tournament Assisted by Tic Tac Toe Media on the Effectiveness of Students in Learning. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1287–1294. https://doi.org/10.35445/alishlah.v13i2.784
Arifin, Z., & Yaqin, A. (2022). Pengaruh Profesionalisme Guru terhadap Prestasi Belajar Siswa. Buletin Edukasi Indonesia, 1(02), 39–45. https://doi.org/10.56741/bei.v1i02.89
Aspelin, J., Östlund, D., & Jönsson, A. (2021). ‘It Means Everything’: Special Educators’ Perceptions of Relationships and Relational Competence. European Journal of Special Needs Education, 36(5), 671–685. https://doi.org/10.1080/08856257.2020.1783801
Azizah, U., Hermawan, A. H., & Erihadiana, M. (2021). Implementasi Teori Belajar Sosial Albert Bandura Pada Kurikulum Darurat Covid-19. Forum Paedagogik, 12(1), 1–14. https://doi.org/10.24952/paedagogik.v13i1.3498
Bandura, A. (1997). Social Learning Theory. Prentice-Hall.
Bent, T., Knapp, J. S., & Robinson, J. K. (2020). Evaluating the Effectiveness of Teaching Assistants in Active Learning Classrooms. Journal of Learning Spaces, 9(2), 103–118.
Butar, R. B., Djumarno, Elmi, F., & Herminingsih, A. (2024). Literature Review: Peran Situational Leadership dalam Meningkatkan Kinerja Guru. Jurnal Manajemen Pendidikan Dan Ilmu Sosial, 5(3), 164–172. https://doi.org/10.38035/jmpis.v5i3.1881
Carroll, A., Hepburn, S. J., & Bower, J. (2022). Mindful practice for teachers: Relieving stress and enhancing positive mindsets. Frontiers in Education, 7(August), 1–17. https://doi.org/10.3389/feduc.2022.954098
Chalies, S., Xiong, Z., & Matthews, R. (2019). Mentoring and building professional competences of pre-service teachers: theoretical proposals and empirical illustrations. Professional Development in Education, 47(5), 796–814. https://doi.org/10.1080/19415257.2019.1651753
Chintyawati, J. (2023). The Influence of Parents’ Income, Family Environment, Learning Motivation on Interest In Following PPG (Program Profesi Guru). Economic Education Analysis Journal, 12(1), 80–94. https://doi.org/10.15294/eeaj.v12i1.67467
Chugh, R., Macht, S., & Harreveld, B. (2022). Supervisory feedback to postgraduate research students: a literature review. Assessment and Evaluation in Higher Education, 47(5), 683–697. https://doi.org/10.1080/02602938.2021.1955241
Cindy, A. H., & Aisyah, V. P. (2024). Systematic Literature Review: Principal Leadership in Educational Institutions. Social, Humanities, and Education Studies, 7(3), 63–74.
Cupido, X. M., & Norodien-Fataar, N. (2018). Teaching assistants – A hit or a miss: The development of a teaching assistant programme to support academic staff at a university. Perspectives in Education, 36(1), 14–29. https://doi.org/10.18820/2519593X/pie.v36i1.2
Damayanti, R. R., Sumantri, M. S., Dhieni, N., & Karnadi, K. (2021). Guru sebagai Agen of Change dalam Pendidikan Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2), 960–976. https://doi.org/10.31004/obsesi.v6i2.1602
Darling-Hammond, L. (2020). Accountability in Teacher Education. Action in Teacher Education, 42(1), 60–71. https://doi.org/10.1080/01626620.2019.1704464
Dreer-Goethe, B. (2023). Well-being and mentoring in pre-service teacher education: an integrative literature review. International Journal of Mentoring and Coaching in Education, 12(4), 336–349. https://doi.org/10.1108/IJMCE-09-2022-0073
Dreer, B. (2020). Towards a better understanding of psychological needs of student teachers during field experiences. European Journal of Teacher Education, 43(5), 676–694. https://doi.org/10.1080/02619768.2020.1744557
Dung, V., Trang, V. T., & Lan, N. T. M. (2024). Workload doesn’t mean exhaustion: Antecedents of teacher burnout. Journal of Education and E-Learning Research, 11(2), 404–412. https://doi.org/10.20448/jeelr.v11i2.5641
Falcón-Linares, C. (2023). Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning. International Journal of Emotional Education, 15(2), 3–20. https://doi.org/10.56300/LMCV5282
Fatimah, M., & Triyanto, I. (2024). Membangun Kompetensi dan Profesionalitas Guru Melalui Supervisi. Jurnal Inovasi Pendidikan, 6(3), 365–378.
Fitriatin, N., & Rosyidah, S. A. (2024). Membangun Profesionalisme Guru Beretika Dan Berkarakter Melalui Perspektif Islam Di Era Globalisasi. Jurnal Kependidikan Islam, 14(2), 183–196. https://doi.org/10.15642/jkpi.15642/jkpi.2024.14.2.183-196
Gakinya, G., Wasanga, C., & Kipnusu, R. (2022). Analysis of Psychological Well-Being of Secondary School Teachers; A Review of Literature. International Journal of Psychology, 7(1), 1–8. https://doi.org/10.47604/ijp.1677
Gardesten, J., & Herrlin, K. (2024). The initial field experiences of teacher candidates: Emotional challenges in a complex environment. Teaching and Teacher Education, 138(April 2023), 104430. https://doi.org/10.1016/j.tate.2023.104430
Gómez-Olmedo, A. M., Valor, C., & Carrero, I. (2020). Mindfulness in education for sustainable development to nurture socioemotional competencies: A systematic review and meta-analysis. Environmental Education Research, 26(11), 1527–1555. https://doi.org/10.1080/13504622.2020.1777264
Haidusek-Niazy, S., Huyler, D., & Carpenter, R. E. (2023). Mentorship reconsidered: A case study of K-12 teachers’ mentor-mentee relationships during the COVID-19 pandemic. Social Psychology of Education, 26(5), 1269–1288. https://doi.org/10.1007/s11218-023-09788-w
Hemming, P. J. (2024). Shaping mindful citizens: Practitioners’ motivations and aspirations for mindfulness in education. Health (United Kingdom), 28(4), 596–614. https://doi.org/10.1177/13634593231179024
Herman, K. C., Reinke, W. M., & Eddy, C. L. (2020). Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory. Journal of School Psychology, 78, 69–74. https://doi.org/10.1016/j.jsp.2020.01.001
Herzog-Punzenberger, B., Altrichter, H., Brown, M., Burns, D., Nortvedt, G. A., Skedsmo, G., Wiese, E., Nayir, F., Fellner, M., McNamara, G., & O’Hara, J. (2020). Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability, 32(3), 395–424. https://doi.org/10.1007/s11092-020-09330-y
Ismail, A., Mokhtar, A., Tunca, M. Z., Genturk, M., & Ibrahim, Z. (2023). Mentoring relationships as an enhancer of mentees’ success. International Journal of Evaluation and Research in Education, 12(3), 1233–1243. https://doi.org/10.11591/ijere.v12i3.25075
Jaafar, F. W. B., & Ghazali, P. L. B. (2018). The Characteristics of the Leaders on Effective Commitment. International Journal of Academic Research in Business and Social Sciences, 8(12), 777–784. https://doi.org/10.6007/ijarbss/v8-i12/5072
Jannah, M., Rini, R., Hariri, H., & Sowiyah. (2023). Principal Situational Leadership: A Literature Review. Edumaspul: Jurnal Pendidikan, 7(1), 1300–1304. https://doi.org/10.33487/edumaspul.v7i1.6042
Jose, S. A., & Matore, M. E. @ E. M. (2021). Tinjauan Literatur Bersistematik: Faktor Burnout dalam kalangan Guru. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(1), 168–186. https://doi.org/10.47405/mjssh.v6i1.628
Junaesih, R., Hayadi, B. H., Yusuf, F. A., Rodiyah, S., & Rahmulyana, A. (2024). Penerapan Pendekatan Identifikasi Model Perubahan Untuk Meningkatkan Komunikasi Di Sekolah Dasar Dengan Tinjauan Literatur dan Studi Empiris. Economic and Business Management International Journal, 4(1), 160–168.
Jurumiah, A. H., & Saruji, H. (2020). Sekolah Sebagai Intstrumen Konstruksi Sosial di Masyarakat (School As a Social Construction Instrument In The Community). Istiqra’: Jurnal Pendidikan Dan Pemikiran Islam, 7(2), 1–9.
Kamarudin, M. binti, Kamarudin, A. Y. binti, Darmi, R. binti, & Saad, N. S. binti M. (2020). A Review of Coaching and Mentoring Theories and Models. International Journal of Academic Research in Progressive Education and Development, 9(2), 289–298. https://doi.org/10.6007/ijarped/v9-i2/7302
Kasmawati, Y., & Naryoto, P. (2022). Peningkatan Prestasi Siswa Melalui Kompetensi Guru dan Budaya Kolaboratif. Equilibrium: Jurnal Pendidikan, 10(2), 212–220. https://doi.org/10.26618/equilibrium.v10i2.7479
Kusumawardani, S. S., Wulandari, D., Arifin, S., Santoso, B. J., Cahyono, E., Wastutiningsih, S. P., Slamet, A. S., Hertono, G. F., Yuniarti, A., Syam, N. M., Putra, P. H., Rahmawati, A., Fajri, F., Zuliansyah, A., Yulianto, Y., Julyan, B. S., Anggriani, D., & Nabila, S. Z. (2024). Buku Panduan Merdeka Belajar Kampus Merdeka. In Direktorat Jenderal Pendidikan Tinggi, Riset, dan Teknologi.
Kutsyuruba, Benjamin, & Godden, L. (2019). The role of mentoring and coaching as a means of supporting the well-being of educators and students. International Journal of Mentoring and Coaching in Education, 8(4), 229–234. https://doi.org/10.1108/IJMCE-12-2019-081
Kutsyuruba, Benjamkin, & Bezzina, C. (2024). Teacher Induction and Mentoring in Malta : A Review of the Literature. Education Thinking, 4(1), 39–59.
Libertson, F. (2023). Inner transitions in higher education in Sweden: incorporating intra-personal skills in education for sustainable development. International Journal of Sustainability in Higher Education, 24(9), 213–230. https://doi.org/10.1108/IJSHE-12-2022-0395
Lindqvist, H., Thornberg, R., Weurlander, M., & Wernerson, A. (2021). Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations. Teachers and Teaching: Theory and Practice, 27(6), 474–487. https://doi.org/10.1080/13540602.2021.1889496
Lindqvist, H., Weurlander, M., Barman, L., Wernerson, A., & Thornberg, R. (2023). Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges. Educational Research, 65(3), 392–407. https://doi.org/10.1080/00131881.2023.2234384
Liu, T., Yang, X., Meng, F., & Wang, Q. (2023). Teachers Who are Stuck in Time: Development and Validation of Teachers’ Time Poverty Scale. Psychology Research and Behavior Management, 16(June), 2267–2281. https://doi.org/10.2147/PRBM.S414132
Lu, X., Kaiser, G., & Leung, F. K. S. (2020). Mentoring Early Career Mathematics Teachers from the Mentees’ Perspective—a Case Study from China. International Journal of Science and Mathematics Education, 18(7), 1355–1374. https://doi.org/10.1007/s10763-019-10027-y
Maisaroh, S., Wuryandini, E., & Yuliejantiningsih, Y. (2023). Pengaruh Supervisi Akademik, Iklim Organisasi Sekolah Dan Motivasi Kerja Terhadap Profesionalisme Guru Sekolah Dasar di Kecamatan Banjarejo Kabupaten Blora. Innovative: Journal Of Social Science Research, 3(6), 2949–2961.
Mameli, C., Grazia, V., Passini, S., & Molinari, L. (2022). Student Perceptions of Interpersonal Justice, Engagement, Agency and Anger: A Longitudinal Study For Reciprocal Effects. European Journal of Psychology of Education, 37(3), 765–784. https://doi.org/10.1007/s10212-021-00559-9
Nagima, B., Saniya, N., Gulden, Y., Saule, Z., Aisulu, S., & Nazigul, M. (2023). Influence of special learning technology on the effectiveness of pedagogical ethics formation in future teachers. Journal of Education and E-Learning Research, 10(1), 1–6. https://doi.org/10.20448/jeelr.v10i1.4313
Ndebele, C., & Legg-Jack, D. W. (2022). The Impact of Mentoring in the Development of Pre-Service Teachers from a University in South Africa. International Journal of Learning, Teaching and Educational Research, 21(3), 88–105. https://doi.org/10.26803/ijlter.21.3.6
Park, S. K., DiVall, M. V, Lee, K. C., Lebovitz, L., Dey, S., & Attarabeen, O. F. (2023). Gaps and Opportunities for Faculty Workload Policies in Pharmacy and Health Professions Education. Am J Pharm Educ, 87(2), ajpe9012. https://doi.org/doi: 10.5688/ajpe9012.
Puspitasari, R., & Nugroho, R. (2021). Implementasi Kebijakan Merdeka FISIP UPN Veteran Jawa Timur. Jurnal Ilmu Administrasi Negara, 11(2), 276–292.
Radulović, B., Haškova, A., Ninković, S. O., & Knežević, L. (2023). Adaptation and Empirical Evaluation of the Questionnaire on Mentor Teacher Burnout. Education and Self Development, 18(4), 10–17. https://doi.org/10.26907/esd.18.4.02
Rani. (2020). The Impacts of Professional Learning Activities on Teachers’ Professional Development. Advances in Social Science, Education and Humanities Research, Volume 443, 443(Iset 2019), 255–260. https://doi.org/10.2991/assehr.k.200620.050
Rashid, A., Amin, R., & Ahmad, S. (2019). Relationship Between Teachers Leadership Styles and Students Academic Achievement. Global Social Sciences Review, IV(IV), 360–366. https://doi.org/10.31703/gssr.2019(iv-iv).46
Ritchey, K. A., & Smith, S. (2019). Developing a Training Course for Undergraduate Teaching Assistants. College Teaching, 67(1), 50–57. https://doi.org/10.1080/87567555.2018.1518891
Rivera, A. A., Bonite, S. D. C., & Pesigan, R. E. (2021). Evaluation of the Key Result Area Performance of Santa Teresita National High School Teachers School Year 2018-2019: Bases for Performance Enhancement Plan. Research Journal of Education, 7(2), 78–86. https://doi.org/10.32861/rje.72.78.86
Samallo, M., & Wulani, F. (2022). Model Hubungan Kompleksitas Pekerjaan, Beban Kerja, Stres Kerja, Dan Kepuasan Kerja Guru Sma Pada Yayasan Pendidikan Xyz Di Surabaya. E-Jurnal Manajemen Universitas Udayana, 11(3), 614–634. https://doi.org/10.24843/ejmunud.2022.v11.i03.p10
Sari, C. P., Zainiyati, H. S., & Hana, R. Al. (2020). Building Students’ Character through Prophetic Education at Madrasa. Jurnal Pendidikan Islam, 6(1), 27–36. https://doi.org/10.15575/jpi.v6i1.6380
Stacey, M., McGrath-Champ, S., & Wilson, R. (2023). Teacher attributions of workload increase in public sector schools: Reflections on change and policy development. Journal of Educational Change, 24(4), 971–993. https://doi.org/10.1007/s10833-022-09476-0
Stefanus, P., Panatra, V., Prasetya, M., & Tiatri, S. (2022). Gambaran MBKM Asistensi Mengajar Di SMP X Kota Tangerang. Serina IV Untar, 481–488.
Sulhan, A. (2022). Impact of Peer Mentoring Strategy on Islamic Elementary Teachers’ Professional Development. Al-Ishlah: Jurnal Pendidikan, 14(1), 217–224. https://doi.org/10.35445/alishlah.v14i1.1927
Tackie, H. N. (2022). (Dis)Connected: Establishing Social Presence and Intimacy in Teacher–Student Relationships During Emergency Remote Learning. AERA Open, 8(1), 1–14. https://doi.org/10.1177/23328584211069525
Tuerah, R. M. S., & Pusungula, E. (2023). Hubungan Profesionalisme Guru dan Kinerja Guru Sekolah Dasar. Jurnal Ilmiah Wahana Pendidikan, 9(7 (April)), 624–629. https://doi.org/https://doi.org/10.5281/zenodo.7827294
Wiese, E., Hatlevik, I. K. R., & Daza, V. (2024). How can universities ensure quality of practice in initial teacher education? Teaching and Teacher Education, 139(October 2023), 104462. https://doi.org/10.1016/j.tate.2023.104462
Wilson, A., & Huynh, M. (2020). Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement. International Journal of Mentoring and Coaching in Education, 9(1), 71–86. https://doi.org/10.1108/IJMCE-04-2019-0052
Zhong, L., & Craig, C. (2020). A narrative inquiry into the cultivation of self and identity of three novice teachers in Chinese colleges---through the evolution of an online knowledge community. Journal of Education for Teaching, 46(5), 646–663. https://doi.org/10.1080/02607476.2020.1775054
Zhu, Y. yue, & Guo, M. yu. (2021). Influence of differential leadership on teachers’ professional ethics: an empirical study from Chinese universities. Asia Pacific Education Review, 22(3), 549–564. https://doi.org/10.1007/s12564-021-09685-x
Copyright (c) 2025 Sigit Ruswinarsih, Cucu Widaty, Reski P, Rahmat Nur, Muhammad Adhitya Hidayat Putra, Lumban Arofah, Ramadhanti Salsabila Nadhifa , Novia Eliza Ramadhani (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 110 times
PDF downloaded = 64 times
Similarity Check downloaded = 30 times
