Principal’s Supervision Management in Improving Junior High School Teachers’ Performance

This study aims to analyze the management of principal supervision in improving teacher performance at SMPIT Baiturrahman Ciparay, Bandung Regency. The research is grounded in the assumption that systematic supervision management plays a crucial role in enhancing teachers’ professional competencies and instructional practices. A qualitative approach with a case study method was employed to obtain an in-depth understanding of supervision planning, implementation, evaluation, and follow-up within the school context. Data were collected through in-depth interviews, classroom observations, and documentation studies involving the principal, vice principal for curriculum, and teachers. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, encompassing data reduction, data display, and conclusion drawing, supported by source and technique triangulation to ensure data credibility. The findings indicate that the principal has implemented supervision management systematically through well-planned supervision programs, collaborative academic supervision practices, constructive evaluation, and continuous follow-up in the form of coaching and professional development activities. The supervision approach applied was dialogical and supportive, enabling teachers to reflect on their instructional practices and improve their performance. As a result, teachers demonstrated improvements in lesson planning, classroom management, instructional strategies, discipline, and professional responsibility. This study highlights that effective supervision is not merely administrative but managerial and developmental in nature. The novelty of this research lies in its comprehensive analysis of supervision management based on classical management functions, providing practical insights for school leaders in implementing sustainable academic supervision