<![CDATA[This study examines the individual and combined effects of academic supervision and school environment on education quality in public elementary schools across Mesuji District, addressing three key objectives: (1) assessing academic supervision's impact, (2) evaluating school environment's influence, and (3) measuring their synergistic contribution. Employing a quantitative causal design, we surveyed 122 teachers from 10 systematically sampled public elementary schools (representing 44% of the district's 277 teachers across 25 schools). Data collection combined validated questionnaires (α=0.87) with institutional documentation, analyzed through Pearson correlation and hierarchical multiple regression (p<0.05). Findings reveal significant positive influences: academic supervision independently accounted for 32% variance in education quality (β=0.47, p<0.01), while school environment explained 28% (β=0.42, p<0.01). Their combined effect explained 67% of quality variance (R²=0.67, F=58.34, p<0.001), demonstrating synergistic enhancement beyond individual factors. This study introduces an integrated quality predictor model that: (1) quantifies the multiplier effect of combining supervision and environmental factors, and (2) establishes threshold values for effective supervision in resource-constrained settings - a previously unmeasured dimension in developing educational contexts. Three actionable strategies emerge: Implementing fortnightly supervision cycles with classroom observation protocols Optimizing physical environments through noise-reduction and learning space redesign Developing school climate improvement teams to monitor psychosocial factors. The research makes dual contributions by: (1) advancing theoretical understanding of environmental-supervisory interactions in educational ecosystems, and (2) providing an evidence-based framework for simultaneous quality improvement interventions in comparable rural school systems.]]>
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