<![CDATA[Academic supervision plays a strategic role in enhancing teacher professionalism and improving instructional quality in schools. However, in practice, academic supervision is often conducted through an administrative and evaluative approach, limiting its function as a professional development process. This article aims to analyze and synthesize the transformation of academic supervision from an administrative approach to professional coaching based on the GROW model (Goal, Reality, Options, Will). This study employed a qualitative approach using a systematic literature review (SLR) design by analyzing relevant scholarly articles published within the last five years. The findings indicate that integrating GROW-based coaching into academic supervision enhances reflective dialogue, strengthens teachers’ reflective practices, and promotes active teacher engagement in professional development. Academic supervision is repositioned not as a control mechanism but as a collaborative and sustainable professional learning process. These findings highlight the relevance of GROW-based coaching as an effective approach to transforming academic supervision and strengthening instructional leadership in elementary schools.]]>
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