<![CDATA[This study examines the application of the Behaviorally Anchored Rating Scales (BARS) model in principal supervision and its contribution to staff and teacher performance as well as school administration transparency. Employing a qualitative descriptive approach, the research draws on a structured literature review, limited observations, and contextual analysis of school administrative practices in Indonesia. The findings indicate that the integration of the BARS model into school supervision enhances administrative objectivity by anchoring performance evaluations to observable behaviors, thereby reducing subjectivity and performance deviations. The study further reveals that the presence of a School Performance Operator as an administrative liaison strengthens communication, accountability, and trust between school leadership, staff, and teachers. Additionally, BARS-based supervision supports transparent decision-making processes and fosters a participatory administrative culture within schools. These results suggest that the BARS model serves not only as an evaluative tool but also as a developmental framework that promotes performance stability and institutional transparency. The study contributes to the discourse on educational administration by highlighting the importance of structured, behavior-based supervision models in improving governance and accountability in school settings.]]>
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