<![CDATA[Scientific publication and innovative work are part of teachers' Continuous Professional Development (CPD), yet teachers' productivity in this area remains low. Previous studies show that the obstacles are not merely technical but are also rooted in policy, school culture, competence, time, and motivation, while the responses offered have mostly been one-off training sessions detached from school supervision. This article aims to develop a conceptual supervision model for improving teachers' ability to produce scientific publications and innovative works. The study used a qualitative approach with a literature review design, examining regulations, books, and research articles on CPD, scientific publication, innovative work, and educational supervision. The data were analysed through thematic synthesis and SWOT analysis and then mapped onto the POST framework (policy, organization culture, skill and knowledge, time and motivation). The findings show that teachers' difficulties cluster into four domains: a top-down policy that lacks supporting processes, a weak research and writing culture in schools, limited skills in data analysis and academic writing, and limited time and motivation. Based on these findings, a POST-Based Collaborative Supervision Model is proposed, consisting of five cyclical stages: needs diagnosis, collaborative planning, clinical mentoring, dissemination and publication, and reflection and cultural reinforcement. The model positions principals and school supervisors as facilitators of a professional writing community rather than as administrative assessors. Expert validation and field testing of the model are recommended for further research.]]>
