<![CDATA[Abstrak Penelitian ini bertujuan menganalisis pelaksanaan supervisi kepala sekolah sebagai praktik kepemimpinan instruksional untuk meningkatkan kompetensi guru di sekolah menengah pertama berkebutuhan khusus, serta mengidentifikasi faktor pendukung, faktor penghambat, dan strategi tindak lanjut yang digunakan. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Partisipan penelitian terdiri atas satu kepala sekolah dan enam guru yang dipilih secara purposif. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan analisis dokumen, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa supervisi kepala sekolah dilaksanakan secara terencana dan berkelanjutan melalui observasi kelas, supervisi individual, dan forum diskusi kolaboratif. Praktik ini berkontribusi terhadap penguatan kompetensi pedagogik, profesional, sosial, dan kepribadian guru, khususnya dalam merespons kebutuhan belajar peserta didik berkebutuhan khusus. Efektivitas supervisi didukung oleh keterbukaan guru, budaya sekolah yang kolaboratif, dan ketersediaan sarana pembelajaran, tetapi dihambat oleh keterbatasan waktu, beban administratif, dan belum konsistennya tindak lanjut supervisi. Studi ini menegaskan bahwa supervisi yang sistematis, reflektif, dan kontekstual dapat menjadi mekanisme efektif bagi pengembangan profesional guru di lingkungan pendidikan khusus. Kata Kunci: Kepemimpinan Instruksional; Supervisi Kepala Sekolah; Kompetensi Guru; Pendidikan Khusus; Studi Kualitatif Abstract This study examines how principal supervision is implemented as an instructional leadership practice to improve teacher competence in a special junior high school and identifies the supporting factors, inhibiting factors, and follow-up strategies involved. The study employed a descriptive qualitative approach. The participants consisted of one principal and six teachers selected purposively. Data were collected through classroom observation, semi-structured interviews, and document analysis, and were analyzed through data reduction, data display, and conclusion drawing. The findings show that principal supervision was planned and continuously implemented through classroom observation, individual supervision, and collaborative discussion forums. These practices contributed to the enhancement of teachers’ pedagogical, professional, social, and personal competencies, particularly in responding to the learning needs of students with special needs. The effectiveness of supervision was supported by teachers’ openness, a collaborative school culture, and adequate learning facilities, but constrained by time limitations, administrative workload, and inconsistent follow-up. The study indicates that systematic, reflective, and context-sensitive supervision can function as an effective mechanism for teacher professional development in special education settings. Keywords: Instructional Leadership; Principal Supervision; Teacher Competence; Special Education; Qualitative Study]]>
