CONDITIONS FOR EFFECTIVE SUPERVISION TO FOSTER PARTNERSHIP INTERACTION IN INTERAGENCY NETWORKS

Authors

DOI:

https://doi.org/10.18372/2786-5487.1.21565

Keywords:

supervision, partnership interaction, interagency collaboration, supervisory alliance, psychological safety, professional reflection

Abstract

The article theoretically substantiates the conditions for effective supervision as a professional mechanism for developing partnership interaction in interagency social-sector networks. Supervision is viewed not only as a setting for analysing an individual case but also as a means of aligning professional positions, boundaries of responsibility, and communication decisions among network participants. The author's contribution is the identification of three levels of supervisory influence–individual-professional, team-interprofessional, and organisational-network–and the substantiation of a supervisory cycle of partnership alignment: case reconstruction, role mapping, reflection on tensions, design of joint actions, and assessment of their consequences. The organisational, process, and outcome conditions of effective supervision are systematised. These include institutional recognition of supervision, regularity and protected time, a transparent contract, supervisor competence and impartiality, a balance of administrative, educational, and supportive functions, psychological safety, a combination of individual and group formats, and monitoring of changes in actual interagency interaction. It is argued that the criterion of supervision effectiveness should be not the mere fact that meetings take place, but the transfer of reflective conclusions into coordinated professional action, increased trust, and shared responsibility among partners.

Published

2026-10-03

How to Cite

Tiahur , L. (2026). CONDITIONS FOR EFFECTIVE SUPERVISION TO FOSTER PARTNERSHIP INTERACTION IN INTERAGENCY NETWORKS. Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, 1(6), 626–636. https://doi.org/10.18372/2786-5487.1.21565

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