ABSTRACT
Many guidance and counseling teachers do not perform as expected in the competence standard. However, the performance of guidance and counseling teachers is influenced by professional behavior (an internal factor) and supervision related to guidance and counseling (an external factor). The good performance of a guidance and counseling teacher can be detected whether or not he or she can do the main jobs in providing services to support the function of understanding, the function of prevention, the function of maintenance and development, the function of alleviation, and management activities. Therefore, the supervision of guidance and counseling teachers has a strategic role in developing teachers such that they are becoming more professional in providing services related to their jobs. This research investigates the role of supervision in improving professionality guidance and counseling teachers. The research was conducted at four public junior schools in west Surabaya. It is quantitative research in which the subjects of the research are the principals and guidance and counseling teachers. The results of the research show that the average score of guidance and counseling teachers is 87.69. It means that the performance of the teachers is good enough. However, the score can be increased significantly if the teachers give attention to the data collection and they do their job suitably with the competence standard of counselors. It is expected that the supervision activities give a good impact on the performance of the guidance and counseling teachers.
