<![CDATA[This study aims to analyze the effectiveness of school supervisor mentoring in improving the quality of education in elementary schools. The study used a qualitative approach with a case study design conducted at two elementary schools in Tasikmalaya Regency. The study subjects consisted of two principals, two class teachers, and two subject teachers. Data were collected through in-depth semi-structured interviews and analyzed using the thematic analysis, which included transcription, coding, categorization, theme development, and data interpretation. The results indicate that school supervisor mentoring is implemented through academic and managerial supervision, encompassing administrative guidance, learning monitoring, discussions, consultations, school program evaluations, and ongoing follow-up. The mentoring is conducted using a collaborative, consultative, humanistic, and needs-based approach, thereby improving the quality of learning, teacher competence and professionalism, administrative discipline, and school management. Furthermore, open communication between supervisors, principals, and teachers contributes to the creation of a professional work culture in schools. This study concludes that school supervisor mentoring is quite effective in improving educational quality, although increased intensity and sustainability of mentoring are still needed to achieve optimal results. The findings of this study are expected to serve as a reference in developing a more effective and sustainable model of school supervisor supervision and mentoring.]]>
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