<![CDATA[Purpose – This study aims to examine the supervisory leadership of madrasah principals in improving teacher performance. It addresses how supervision can be implemented not merely as administrative control, but as a professional development process that supports teacher discipline, instructional quality, reflective practice, and accountable work culture. Design/methods/approach – This study employed a qualitative case study design at MTs Ashlinatul Amin. Data were collected through in-depth interviews, observation, and documentation involving the madrasah principal, vice principals, teachers, and administrative staff. The data were analyzed using thematic analysis through data organization, reduction, coding, theme development, and interpretation. Source and technique triangulation were applied to strengthen credibility. Findings – The findings show that supervisory leadership was implemented through systematic supervision planning based on teacher needs, participatory and reflective supervision practices, constructive evaluation and feedback, continuous follow-up, and the development of a professional teacher work culture. These practices helped teachers improve lesson planning, classroom management, teaching methods, assessment practices, discipline, and instructional responsibility. Research implications/limitations – This study implies that madrasah principals need supervision strategies that are systematic, participatory, reflective, and oriented toward teacher professional development. However, this study is limited to a single qualitative case and does not statistically measure the relationship between supervisory leadership and teacher performance. Originality/value – This study contributes to educational leadership literature by linking supervisory leadership, academic supervision, teacher performance, professional work culture, and Islamic educational values in the madrasah context.]]>
