<![CDATA[The professional competence of teachers is a primary determinant of educational quality. Effective academic supervision, managed by the school principal, is a key mechanism for enhancing this competence. However, a significant gap often exists between the policy mandate for supervision and its practical implementation. This study aims to provide a comprehensive analysis of the management of academic supervision in improving teacher professional competence within elementary schools. This research employed a qualitative methodology with a comparative case study design at two Indonesian elementary schools, SDN Buniwangi and SDN Cimaja. Data were collected through in-depth interviews with principals and teachers, non-participant observation of supervisory processes, and a systematic review of institutional documents. Data credibility was ensured through triangulation, with the analysis following the interactive model of Miles and Huberman. The findings reveal that a systematic management approach yielded superior outcomes. At SDN Buniwangi, supervision was managed through a structured cycle: data-driven, participatory planning; clear organization of roles and resources; consistent implementation using standardized tools; and a multi-source, dialogic evaluation process. This contrasted with the more informal, less structured approach at SDN Cimaja. Consequently, SDN Buniwangi demonstrated more significant and measurable improvements in teacher competence. The effective management of academic supervision is a powerful strategy for enhancing teacher professional competence. This study concludes that a systematic, cyclical, and collaborative management model is essential for transforming supervision from an administrative formality into a dynamic process of professional learning.]]>
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