Academic Supervision as a Catalyst for Professional Growth in Schools

Abstract

The purpose of writing this article is to examine the impact of synergy in academic supervision collaboration on improving the performance of teachers and principals in elementary schools in Kabat District. The uniqueness of this study lies in its focus on assisting in the preparation of learning tools and guiding the use of various learning methods and media as important steps in the supervision process. This study uses a qualitative method with a descriptive approach, collecting data through in-depth interviews, observations, and document analysis. The results of the discussion show that synergy in academic supervision collaboration has a significant impact on improving the performance of teachers and principals. This mentoring contributes directly to improving teachers' professionalism, making them more competent and confident in teaching and able to adopt more effective and innovative teaching practices, which ultimately improves student learning outcomes. In addition, academic supervision also has a positive impact on the performance of school principals by increasing the effectiveness of school management and developing a positive school culture, allowing principals to plan and implement better school development strategies as well as creating a conducive learning environment and ensuring that the educational process runs in accordance with the expected goals.