<![CDATA[Academic supervision is crucial for shaping teacher quality in educational institutions, yet its implementation in newly established Islamic schools remains underexplored. Most research focuses on established schools, creating a critical gap in understanding supervision's role during the formation phase when institutional culture and teacher adaptation are developing. This study addresses this gap by exploring academic supervision at SD Al-Halaby Islamic School, an early-stage Islamic elementary school operating for three years. Employing a descriptive qualitative approach with triangulation, semi-structured interviews, online questionnaires, and documentation analysis, all active teachers (n=25) participated through total sampling, supported by key informants including the principal, foundation board, parents, and community figures. Findings reveal that 92% of teachers reported supervision facilitated adaptation to the Islamic vision, 84% showed pedagogical improvements, and 96% preferred collaborative-reflective models. Challenges include psychological tension (72% initially), time constraints (80%), and nascent supervision culture (44%). Unlike established schools where supervision refines practices, this study demonstrates that supervision in early-stage Islamic schools functions dually as a socialization mechanism and a development tool, contributing to 1,045% enrollment growth. Results underscore that strengthening supervisory capacity as a core strategy not only improves learning quality but accelerates systemic institutional growth, building foundations for reputation and sustainability]]>
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