<![CDATA[This scoping review analyzes the contemporary landscape of principal-led academic supervision in Indonesia and its implications for instructional quality and educational outcomes. In response to governance decentralization, the Merdeka Belajar reform agenda, and post-pandemic recovery demands, academic supervision has increasingly shifted from regulatory compliance to developmental, reflective, and collaborative leadership practices. Using the PRISMA-ScR protocol, this study systematically identified peer-reviewed empirical studies in Scopus published between 2019 and 2025, resulting in 6 studies that met all inclusion criteria. The synthesis reveals the utilization of diverse models, including clinical supervision, coaching frameworks such as GROW, humanistic- spiritual supervision, and collaborative mechanisms through principal working groups, which consistently demonstrate positive effects on teacher competence, instructional effectiveness, and student engagement. Nevertheless, the effectiveness of these models is constrained by limited supervisory expertise, administrative burden, and disparities in technological and institutional support. The study concludes that strengthening principal preparation, institutionalizing differentiated supervision, and integrating digital supervision tools are essential for enhancing instructional leadership capacity. The review contributes to the field by consolidating fragmented evidence into a comprehensive analytical framework for supervision in developing education systems and by providing strategic recommendations for policymakers, training institutions, and school leaders to reinforce sustainable quality improvement.]]>
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