Beyond Evaluation: How Principal Academic Supervision Fosters Teacher Professionalism in Elementary Education

Rohmah Rohmah; Alfina Hidayah; Sucin Hauliah; Syamsul Munir; Nur Izzatil Elina; Muhammad Iqbal

doi:10.61987/jemr.v5i5.3064

Authors

Rohmah Rohmah Sekolah Tinggi Agama Islam Darussalam Kunir, Indonesia
Alfina Hidayah Sekolah Tinggi Agama Islam Darussalam Kunir, Indonesia
Sucin Hauliah Sekolah Tinggi Agama Islam Darussalam Kunir, Indonesia
Syamsul Munir Sekolah Tinggi Agama Islam Darussalam Kunir, Indonesia
Nur Izzatil Elina Sekolah Tinggi Agama Islam Darussalam Kunir, Indonesia
Muhammad Iqbal Sekolah Tinggi Agama Islam Darussalam Kunir, Indonesia

DOI:

https://doi.org/10.61987/jemr.v5i5.3064

Keywords:

Principal Supervision, Academic Supervision, Teacher Professionalism , Instructional Leadership

Abstract

This study aims to analyze the principal's role as a supervisor in enhancing teacher professionalism at Elementary Schools. Teacher professionalism is a critical factor in improving educational quality, yet its development requires continuous institutional support and effective school leadership. Academic supervision conducted by principals serves as an important mechanism to guide teachers, improve instructional practices, and foster professional growth. This study employed a qualitative descriptive research design involving interviews, observations, and documentation analysis with the principal and teachers as research participants. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing, with source and methodological triangulation applied to ensure credibility. The findings reveal that the principal performs multidimensional supervisory roles as a mentor, evaluator, facilitator, and instructional leader. Academic supervision is implemented systematically through planning, classroom observation, evaluation, and follow-up coaching. Supervision contributes to improvements in pedagogical competence, professional competence, classroom management, instructional administration, and technology utilization. This study implies that effective principal supervision should be positioned as a continuous professional learning process rather than merely an administrative evaluation activity. The findings provide practical insights for strengthening school leadership strategies to support sustainable teacher professional development.

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