<![CDATA[The improvement of learning quality necessitates the continuous development of teacher competencies through effective professional mentoring. Nevertheless, the practice of academic supervision in schools has frequently remained focused on evaluative and monitoring aspects, thereby failing to fully encourage teachers to engage in self-reflection or to optimize their professional potential. This study aims to describe and analyze the implementation of coaching-based academic supervision in improving the quality of learning at SMP Negeri 2 Suli, Suli Barat District, Luwu Regency. This research employed a qualitative approach with a case study design. Research informants comprised the school principal, teachers, and school supervisors. Data were collected through observation, in-depth interviews, and documentation, while data analysis was conducted through data reduction, data presentation, and conclusion drawing. Data validity was established through source, technique, and time triangulation. The findings indicate that coaching-based academic supervision was implemented systematically through pre-observation, observation, and post-observation phases using the TIRTA coaching model, comprising reflective dialogue, classroom observation, constructive feedback, and continuous mentoring oriented toward teacher capacity development. Such implementation yielded improvements in teachers' competencies in designing, executing, and evaluating instruction; fostered creativity in instructional methods and media; enhanced classroom management; strengthened a culture of professional reflection; and produced learning processes that are more active, effective, and student-centered. Success was supported by the principal's commitment, teachers' openness, and a collaborative school culture, while constraints included limited supervision time and teachers' heavy workload. Coaching-based academic supervision may therefore be regarded as an effective approach to improving learning quality through the sustained reinforcement of teachers' professional competencies. Keywords: academic supervision, coaching, learning quality]]>
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