The Impact of Principal-Led Academic Supervision on Teacher Performance in Indonesian Public Schools

Abstract

This research investigates the role of academic supervision by school principals in improving teacher performance at public high schools in South Aceh Regency. The study focuses on understanding how academic supervision influences various aspects of teacher performance, including lesson planning, classroom management, and instructional effectiveness. A qualitative research design was employed, with data collected through interviews, observations, and document analysis across three schools: SMAN 1 Kluet Selatan, SMAN Unggul Darussaadah, and SMAN 1 Meukek The results demonstrate that academic supervision has a significant positive impact on teacher performance. Schools that conducted frequent supervision sessions and provided professional development workshops observed notable improvements in teacher performance, with average performance ratings increasing by 15% after supervision. The findings suggest that academic supervision, when implemented consistently and supported by workshops, can enhance teacher competencies and improve overall instructional quality. The study also identifies challenges such as resource limitations and logistical constraints that affect the consistency and quality of supervision. This research highlights the importance of integrating academic supervision into school improvement strategies to enhance teaching quality and educational outcomes. Recommendations include increasing the frequency of supervision, offering more professional development opportunities, and addressing challenges related to resources and time constraints. The findings contribute to the growing body of literature on the importance of academic supervision in teacher professional development.