Improving Rural Teachers’ Pedagogical Competence Through Peer Coaching Approach: A Transformational Approach in Academic Supervision

  ABSTRACT : This study investigates the effectiveness of the peer-coaching approach as a transformational strategy in academic supervision to enhance the pedagogical competence of rural junior high school teachers in Nagekeo Regency, East Nusa Tenggara, Indonesia. Recognizing the limited access to professional development resources in rural areas, the study focuses on implementing the TIRTA peer-coaching model, a structured framework that emphasizes collegial collaboration, reflective dialogue, and instructional improvement. Employing a qualitative case study methodology, data were collected through structured interviews, focus group discussions, and pedagogical competence assessments involving ten certified teachers at SMPN 1 Boawae Satap. Findings revealed significant improvement across all nine indicators of pedagogical competence postintervention, including mastery of learning theories, curriculum development, ICT integration, student-centered instruction, and authentic assessment practices. The results indicate that peer coaching not only fosters a supportive professional learning environment but also addresses instructional gaps by promoting reflective teaching and mutual feedback. The study concludes that the peer-coaching approach, when supported by adequate supervision and contextualized to the needs of rural educators, can serve as an effective model for sustainable teacher professional development and improved educational quality in under-resourced regions.

KEYWORDS: Academic Supervision, peer coaching, pedagogical competence, rural teachers