<![CDATA[Academic supervision is one of the principal's strategic efforts to enhance teachers' professional competence and performance through continuous professional development. SMP Ksatrya Jakarta has implemented coaching-based academic supervision; however, its implementation has not yet been comprehensively evaluated. This study aims to analyze the implementation of the principal's coaching-based academic supervision on teacher performance using the Context, Input, Process, Product (CIPP) Evaluation Model. This study employed a qualitative approach supported by descriptive quantitative analysis. Data were collected through interviews, observations, documentation, and Likert-scale questionnaires administered to six respondents, consisting of the principal, the vice principal for curriculum, a senior teacher, and teachers who had participated in coaching-based academic supervision. Qualitative data were analyzed using the Miles, Huberman, and Saldaña interactive model, while quantitative data were analyzed using descriptive statistics, including mean scores, percentages, and achievement categories. The findings indicate that all CIPP evaluation components achieved good to very good categories. The implementation of academic supervision was aligned with the school's needs and supported by the principal's competence, teachers' readiness, appropriate supervision programs and instruments, and adequate facilities and infrastructure. The supervision process was systematically conducted through planning, classroom observation, coaching sessions, constructive feedback, monitoring, and follow-up activities. Coaching-based academic supervision was found to improve lesson planning, instructional implementation, learning assessment, teacher professionalism, work motivation, and overall teacher performance at SMP Ksatrya Jakarta.]]>
