<![CDATA[This study aims to analyze the role of principal supervision as a strategic approach to enhancing teacher professionalism through a Systematic Literature Review (SLR). Despite extensive research on educational supervision, limited studies provide an integrated understanding of principal supervision, particularly in specific contexts such as Islamic educational institutions and schools in developing countries. The literature search was conducted using Publish or Perish with the Google Scholar database, resulting in 23 empirical articles published between 2021 and 2026 that met clearly defined inclusion and exclusion criteria, including relevance to principal supervision and teacher professionalism, empirical design, and accessibility of full-text articles. Data were analyzed using thematic synthesis to identify patterns and relationships across studies. The results reveal four main themes. 1) The forms and models of principal supervision include clinical, academic, collaborative, and distributive approaches. 2) Effective supervision is characterized by systematic and sustainable processes. 3) Supervision functions as a strategy for teacher professional development through coaching, mentoring, and reflection. 4) Principal supervision has a significant positive impact on teacher professionalism, including improvements in competence, performance, and instructional practices. These findings indicate that supervision implemented in a planned, continuous, and professional-oriented manner is more effective in promoting teacher reflection, innovation, and ongoing development. Practically, schools are encouraged to implement structured supervision programs that include regular classroom observation, collaborative feedback sessions, and follow-up coaching tailored to teachers’ needs. Thus, principal supervision can be positioned as a strategic and practical approach to support the continuous improvement of teacher professionalism.]]>
