<![CDATA[Teacher professionalism in early childhood education (ECE) does not develop automatically; it requires managerial support that is planned, organized, implemented, and evaluated continuously. This study aims to describe the management of teacher professionalism development through academic supervision at KB Halimah As Sa'diyah, Yogyakarta. A descriptive qualitative approach with a case study design was employed. The participants were four teachers, and classroom observations involved 24 children as the learning context. Data were collected through in-depth interviews, observation, and documentation, and were analyzed through data reduction, data display, and conclusion drawing, with technique triangulation and source triangulation to strengthen credibility. The findings show that academic supervision was managed through four interrelated functions: planning (an annual supervision program, instruments, and a schedule agreed with teachers), organizing (role distribution and communication flow), implementation (pre-observation conference, classroom observation, and reflective post-observation feedback), and evaluation with follow-up (individual improvement plans and peer discussion). Teachers reported and demonstrated improvements in lesson planning, play-based learning media, formative assessment through anecdotal records, and reflective attitude. Time constraints, administrative workload, and initial anxiety about being observed were the main barriers, which were addressed through flexible scheduling and collegial dialogue. The study concludes that supervision functions optimally as a professional development mechanism when it is managed as a continuous cycle rather than a one-off evaluation.]]>
