<![CDATA[Educational supervision has long been recognized as a crucial mechanism for improving school quality, yet its conceptual foundations and operational implications remain varied across educational systems. This article provides a theoretical exploration of how educational supervision contributes to the enhancement of school quality, focusing on supervisory functions, professional development, instructional improvement, and organizational effectiveness. Drawing from classical and contemporary literature, the paper synthesizes multiple perspectives to clarify the conceptual boundaries of supervision and its relationship to teaching-learning outcomes. The review highlights that effective supervision not only evaluates teacher performance but also promotes continuous professional learning, collaborative school culture, and data-driven decision-making. Moreover, the findings emphasize that the role of supervision has shifted from inspection-oriented practices to more developmental and supportive approaches aligned with modern educational quality standards. This theoretical analysis further identifies persistent gaps in the literature, including inconsistent definitions, limited models for contextualized implementation, and insufficient attention to supervisor competencies. The paper concludes by proposing an integrative framework that positions educational supervision as a multidimensional catalyst for school improvement. The framework underscores the importance of leadership capacity, supportive communication, and reflective practice. Overall, the study contributes a holistic understanding of supervision’s strategic role in elevating school quality and provides insights for policymakers, school leaders, and researchers seeking to strengthen supervisory practices. Keywords: Educational Quality, Educational Supervision, Instructional Improvement, School Leadership, Theoretical Perspective  ]]>
