From Supervision to Empowerment: Building A Coaching Ecosystem to Enhance Teacher Professionalism in Madrasahs

Endang Sari (Universitas Syiah Kuala, Indonesia)
Nasir Usman (Universitas Syiah Kuala, Indonesia)
Suparta Rasyid (Universitas Syiah Kuala, Indonesia)

Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan
Vol. 6 No. 3 (2026): August

Academic supervision, which has traditionally focused on administrative aspects, has not fully succeeded in promoting sustainable teacher professionalism; therefore, a more empowering approach through coaching is needed. This study aims to analyze the planning, implementation, and evaluation of principals’ academic supervision in enhancing teacher professionalism through a coaching approach at MAN 1 Aceh Besar and MAS Al-Manar. The study employed a qualitative approach with a multi-case study design. The research subjects consisted of two principals and ten teachers selected using a total sampling technique. Data were collected through in-depth interviews, participatory observation, and document analysis. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source triangulation, technique triangulation, member checking, and prolonged engagement in the field. The findings revealed that academic supervision planning was conducted systematically through collaborative meetings, identification of teachers’ needs, and the development of continuous professional development programs. The implementation of coaching-based supervision involved classroom observations, reflective dialogues, individual and group coaching sessions, mentoring by senior teachers, and professional training facilitated by external experts. The evaluation process was carried out through dialogic and reflective practices aimed at teacher competency development, resulting in improvements in lesson planning, the use of innovative teaching methods, professional reflection, collaboration, and professional communication. The novelty of this study lies in the development of a coaching-based academic supervision model that integrates individual mentoring, collective coaching, senior teacher involvement, and the strengthening of a reflective culture within the context of madrasahs and Islamic boarding schools. Therefore, coaching-based academic supervision has proven to be an effective teacher empowerment strategy that enhances teacher professionalism sustainably and contributes to improving the quality of learning in madrasahs.