<![CDATA[ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan peran pengawas sekolah, dalam upaya meningkatkan mutu pendidikan, serta mengidentifikasi faktor – faktor pendukung dan penghambat pelaksanaan tuags pengawas Sekolah Menengah Pertama (SMP) di Kecamatan Pulau Dullah Selatan Kota Tual. Metode Penilitaian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Uji keabsahan data dilakukan dengan triangulasi sumber, teknik, dan waktu, sedangkan analisis data mengacu pada model Miles dan Huberman yang meliputi pengumpulan, reduksi, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengawas sekolah telah menjalankan fungsi inspecting, advising, monitoring, coordinating, reporting, dan performing leadership dalam pembinaan kepala sekolah, guru, serta tenaga kependidikan. Peran tersebut berkontribusi pada peningkatan mutu pendidikan yang mencakup standar isi, proses, penilaian, tenaga kependidikan, sarana prasarana, pengelolaan, pembiayaan, dan kompetensi lulusan. Faktor pendukung peran pengawas meliputi adanya dukungan kebijakan, sarana, serta motivasi kerja pengawas, sedangkan faktor penghambat antara lain keterbatasan jumlah pengawas, kondisi geografis, serta rendahnya penguasaan teknologi informasi. Penelitian ini diharapkan memberi manfaat teoretis sebagai referensi akademik dalam bidang supervisi pendidikan, serta manfaat praktis bagi kepala sekolah, pengawas, dan Dinas Pendidikan dalam merumuskan strategi peningkatan mutu pendidikan secara berkelanjutan. Kata Kunci: pengawas sekolah, peran pengawas, mutu pendidikan, supervisi pendidikan ABSTRACT This study aims to describe the implementation of supervisory duties, the role of school supervisors in improving education quality, as well as the supporting and inhibiting factors faced by supervisors in Junior High Schools (SMP) of Pulau Dullah Selatan District, Tual City. The research employed a qualitative approach with data collection techniques consisting of observation, in-depth interviews, and documentation. Data validity was tested using source, technique, and time triangulation, while data analysis followed the Miles and Huberman model, which includes data collection, reduction, display, and conclusion drawing. The findings reveal that school supervisors have carried out their functions of inspecting, advising, monitoring, coordinating, reporting, and performing leadership in guiding principals, teachers, and education staff. These roles contribute to enhancing education quality covering content standards, learning process, assessment, educators, facilities and infrastructure, management, financing, and graduate competencies. Supporting factors include policy support, facilities, and supervisors’ work motivation, while inhibiting factors consist of limited number of supervisors, geographical conditions, and low mastery of information technology. This study is expected to provide theoretical benefits as an academic reference in the field of educational supervision, as well as practical benefits for principals, supervisors, and the Education Office in formulating sustainable strategies for improving education quality. Keywords: school supervisor, supervisory role, education quality, educational supervision]]>
