<![CDATA[The tension between institutional accountability and pedagogical autonomy remains a central challenge in school leadership, yet the mechanisms modulating this interplay within professional development are often overlooked. This study examines the operational synergy between supervisory roles, systemic challenges, and teacher growth through a quantitative analysis of 27 practitioners. Findings reveal a high-performance baseline in supervisory roles (Mean 4.21), anchored by rigorous curriculum alignment (Mean 4.48) and consistent clinical observations (Mean 4.26). We identify a critical "relational bottleneck" where communication friction (Mean 3.44) acts as a more significant barrier than traditionally cited constraints like time or resource scarcity. Despite this interpersonal dissonance, the impact on teaching quality (Mean 4.37) and professional collaboration (Mean 4.30) remains robust. These data expose a fundamental tension: the pursuit of digital transparency and standardized monitoring is inherently limited by the psychological safety required for substantive instructional change.]]>
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