Supervisor Policies in Supporting Teachers to Overcome Emotional Problems at MAN Lima Puluh Batu Bara Regency

Abstract

Teachers’ emotional conditions have become an important concern in educational management because professional demands, administrative responsibilities, and workplace dynamics may influence teachers’ psychological well-being and professional performance. In this context, supervisors have a strategic role in developing policies that provide professional and emotional support for teachers. This study aims to analyze supervisor policies in supporting teachers to overcome emotional challenges at MAN Lima Puluh, Batu Bara Regency. This research employed a qualitative approach with data collected through in-depth interviews, observations, and document analysis involving supervisors, school leaders, and teachers. The data were analyzed through data reduction, data presentation, and conclusion drawing, while data credibility was ensured through source and technique triangulation. The findings reveal that teachers experience various emotional challenges, including work stress, emotional exhaustion, professional anxiety, interpersonal conflicts, and difficulties in adapting to educational changes. The study also found that supervisor policies contribute significantly to helping teachers manage these challenges through empathetic communication, personal consultation, mentoring, reflection forums, and the development of a supportive organizational culture. The findings highlight that supervision should not only focus on evaluating teacher performance but also function as a humanistic and collaborative process that supports teacher emotional well-being. This study contributes to educational management by emphasizing the importance of integrating emotional support into supervisory practices, particularly within Islamic secondary education institutions.