<![CDATA[This research is based on the urgent role of the principal as a learning leader who has a strategic responsibility in improving teacher professionalism through planned and continuous academic supervision. This study aims to analyze the quality management of academic supervision implemented by the principal in an effort to improve teacher performance at SDN Rancabango and SDN Rancaekek 06, Bandung Regency. In practice, academic supervision is often understood only as an assessment activity, so its function as a coaching and development tool has not been optimally utilized to encourage teacher performance improvement. The research used a qualitative approach with a case study design. Data were obtained through in-depth interviews, field observations, and document reviews involving the principal, teachers, and relevant stakeholders. Data analysis was conducted descriptively with an inductive approach that emphasized four main aspects of supervision management: planning, implementation, evaluation, and follow-up. The findings indicate that supervision planning has been designed through program development, goal formulation, and the use of relevant instruments. Supervision implementation includes learning observations, providing feedback, and professional development, although its implementation is not yet fully optimal. Evaluation is able to identify teacher strengths and weaknesses, but is not supported by systematic and continuous follow-up. Key obstacles include time constraints, inadequate supervisory competency of principals, and a lack of supporting facilities. Improvements are being made through capacity building of principals, refinement of supervision programs, and strengthening collaboration. Overall, academic supervision quality management plays a crucial role in improving teacher performance, but requires consistency and reinforcement in the follow-up phase to significantly impact learning quality.]]>
