Supervision and School Wellbeing: The Role of Information Technology-Based Learning

Dewi Mariastuti Khasanah; Harsono Harsono; Ahmad Muhibbin

doi:10.35445/alishlah.v18i2.6205

Supervision and School Wellbeing: The Role of Information Technology-Based Learning

Dewi Mariastuti Khasanah, Harsono Harsono, Ahmad Muhibbin

Abstract

School wellbeing is an important indicator of educational quality, reflecting the extent to which schools provide safe, supportive, and engaging learning environments. Although supervision and information technology-based learning have been widely discussed in educational management, their integrated relationship with school wellbeing remains underexplored. This study examined the relationships among administrative supervision, academic supervision, information technology-based learning, and school wellbeing.A quantitative cross-sectional survey design was employed. The participants were 256 junior high school teachers in Boyolali Regency, Central Java, Indonesia, selected through random sampling. Data were collected using a structured questionnaire measuring administrative supervision, academic supervision, information technology-based learning, and school wellbeing. Instrument validity and reliability were examined using Exploratory Factor Analysis and Cronbach’s alpha. Confirmatory Factor Analysis and Structural Equation Modeling were conducted using AMOS, with bootstrapping applied to address multivariate non-normality.The findings showed that information technology-based learning was positively and significantly associated with school wellbeing (β = 0.595, p < .001). In contrast, administrative supervision and academic supervision were not significantly associated with school wellbeing. The results also indicated that information technology-based learning did not significantly mediate the relationships between supervision and school wellbeing.The study suggests that digital learning practices may play a more central role in supporting school wellbeing than conventional supervision practices. These findings imply the need to reorient supervision from procedural compliance toward instructional support that strengthens teachers’ digital pedagogical capacity and promotes more supportive learning environments.

Keywords

administrative supervision; academic supervision; information technology; school wellbeing

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DOI: https://doi.org/10.35445/alishlah.v18i2.6205