<![CDATA[This study aims to analyse the influence of academic supervision and teacher administration on the quality of classroom learning processes, with teacher competence as an intervening variable. The research background is based on the fact that learning quality still faces challenges, particularly in terms of the effectiveness of academic supervision and the regularity of teacher learning administration. This study used a quantitative approach with explanatory methods and path analysis techniques to test the causal relationships between the variables studied. The subjects were teachers at SMP Negeri 1 Margaasih. The analysis results showed that teacher administration had a significant effect on teacher competence, while academic supervision showed a positive but insignificant effect. In the model of influence on the quality of the learning process, teacher administration was again the most significantly influential variable, while academic supervision and teacher competence did not show significant effects. The indirect effect through teacher competence showed a small contribution but still acted as a mediator. The study's conclusion confirms that teacher administration is a dominant factor in improving the quality of the learning process. Meanwhile, weaknesses in the implementation of academic supervision and the suboptimal manifestation of teacher competency in teaching practice demonstrate the need for ongoing development and comprehensive strengthening of teacher professional capacity. Efforts to improve the quality of learning must be carried out through an integrative approach that encompasses structural, pedagogical, and reflective aspects. Keywords: Academic Supervision, Teacher Administration, Teacher Competence, Learning Quality ]]>
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