<![CDATA[Penelitian ini bertujuan untuk menganalisis keterampilan coaching kepala sekolah dalam pelaksanaan supervisi akademik serta implikasinya terhadap peningkatan kinerja guru di Sekolah Penggerak SD Kota Makassar. Latar belakang penelitian ini dilandasi oleh pentingnya transformasi supervisi akademik dari pendekatan konvensional yang bersifat evaluatif menuju pendekatan pembinaan reflektif yang menekankan kolaborasi dan pemberdayaan guru. Keterampilan coaching menjadi faktor kunci yang menentukan keberhasilan supervisi akademik karena kepala sekolah berperan sebagai fasilitator dalam membantu guru mengidentifikasi potensi, merumuskan solusi pembelajaran, serta mengembangkan kompetensi profesional secara berkelanjutan. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipatif, dan dokumentasi terhadap kepala sekolah, guru, dan pengawas. Analisis data dilakukan melalui proses reduksi, penyajian, dan penarikan kesimpulan dengan menggunakan triangulasi sumber dan metode untuk menjamin validitas hasil penelitian. Temuan penelitian menunjukkan bahwa kepala sekolah yang memiliki keterampilan coaching yang baik mampu melaksanakan supervisi akademik secara efektif dan reflektif. Pendekatan coaching menciptakan hubungan profesional yang dilandasi kepercayaan, komunikasi empatik, dan kolaborasi antara kepala sekolah dan guru. Guru yang mengikuti proses coaching menunjukkan peningkatan kinerja dalam merancang, melaksanakan, dan mengevaluasi pembelajaran yang berorientasi pada kebutuhan siswa. Selain itu, coaching juga meningkatkan motivasi dan kesadaran reflektif guru dalam memperbaiki praktik mengajar. Penelitian ini menegaskan bahwa keterampilan coaching kepala sekolah berperan strategis dalam menciptakan budaya supervisi akademik yang humanis, adaptif, dan berkelanjutan di lingkungan Sekolah Penggerak This study aims to analyze the coaching skills of school principals in the implementation of academic supervision and their implications for improving teacher performance in the Sekolah Penggerak (Driving School) program at elementary schools in Makassar City. The study is grounded in the importance of transforming academic supervision from a conventional evaluative model into a reflective and collaborative approach that empowers teachers as professional learners. Coaching skills play a pivotal role in determining the success of supervision since principals act as facilitators who assist teachers in identifying their strengths, formulating instructional solutions, and developing professional competencies continuously. This research employed a qualitative descriptive method with data collected through in-depth interviews, participatory observation, and documentation involving principals, teachers, and supervisors. The data were analyzed through reduction, presentation, and conclusion drawing, supported by source and methodological triangulation to ensure data validity. The findings reveal that principals who possess effective coaching skills can conduct academic supervision in a reflective, empowering, and collaborative manner. The coaching approach fosters professional relationships grounded in trust, empathy, and open communication. Teachers who engage in the coaching process demonstrate improvements in planning, implementing, and evaluating student-centered instruction. Moreover, coaching enhances teachers’ motivation, reflective awareness, and willingness to innovate in their teaching practices. This study concludes that the coaching competence of school principals plays a strategic role in establishing a humanistic and sustainable academic supervision culture, thereby contributing to the overall improvement of teacher performance and the success of the Sekolah Penggerak initiative.]]>
