The Role of School Supervisors' Academic Supervision in Realising Quality Learning at SD Negeri 73 Kota Ternate

Abstract

This study aims to describe the implementation of academic supervision, analyse its role in improving teacher performance, and describe its impact on learning quality at SD Negeri 73 Kota Ternate. A descriptive qualitative approach with a phenomenological method was used. Data were collected through participatory observation, in-depth interviews, and documentary study, and were analysed using the Miles, Huberman, and Saldaña model, comprising data reduction, data display, and conclusion drawing. The findings show, first, that academic supervision at SD Negeri 73 Kota Ternate is implemented through planning, classroom observation, and follow-up stages using a collaborative and humanistic, coaching-based approach; second, that academic supervision plays a role in improving teachers' pedagogical discipline, the completeness of their instructional administration, their pedagogical competence, and their creativity in teaching; and third, that its impact on learning quality is reflected in more effective learning, more active students, improved classroom interaction, and improved student learning outcomes. This study concludes that academic supervision that is systematic, sustained, and humanistic contributes significantly to improving teacher performance and learning quality at SD Negeri 73 Kota Ternate.