<![CDATA[ABSTRACT Elementary school teacher supervision faces challenges when its implementation is oriented more toward administrative inspection than professional capacity development. This study examines the effect of coaching-based clinical supervision on teachers’ pedagogical competence and performance, while also examining the position of pedagogical competence within the relationships among the constructs. The study employed an explanatory quantitative approach using Structural Equation Modeling based on Partial Least Squares (PLS-SEM) through SmartPLS 4.0. All 68 elementary school teachers in Gugus 02 Sukamulia were included using a saturated sampling technique, while data were collected through a five-point Likert-scale questionnaire. Evaluation of the measurement model indicated that the research constructs met the criteria for validity and reliability. In the structural model, coaching-based clinical supervision had a positive effect on pedagogical competence (β = 0.542; p < 0.001) and teacher performance (β = 0.318; p = 0.002). Pedagogical competence also had a positive effect on teacher performance (β = 0.486; p < 0.001), while the model explained 61.4% of the variance in teacher performance. These findings position coaching-based supervision as a professional development approach that can connect the enhancement of pedagogical capacity with the implementation of teachers’ professional responsibilities. ABSTRAK Supervisi guru di sekolah dasar menghadapi tantangan ketika pelaksanaannya lebih berorientasi pada pemeriksaan administratif daripada pengembangan kapasitas profesional. Penelitian ini menguji pengaruh supervisi klinis berbasis coaching terhadap kompetensi pedagogik dan kinerja guru, sekaligus menelaah posisi kompetensi pedagogik dalam hubungan antarkonstruk tersebut. Penelitian menggunakan pendekatan kuantitatif eksplanatori dengan Structural Equation Modeling berbasis Partial Least Squares (PLS-SEM) melalui SmartPLS 4.0. Seluruh 68 guru sekolah dasar di Gugus 02 Sukamulia dilibatkan dengan teknik sampel jenuh, sedangkan data diperoleh melalui kuesioner berskala Likert lima poin. Evaluasi model pengukuran menunjukkan bahwa konstruk penelitian memenuhi kriteria validitas dan reliabilitas. Pada model struktural, supervisi klinis berbasis coaching berpengaruh positif terhadap kompetensi pedagogik (β = 0,542; p < 0,001) dan kinerja guru (β = 0,318; p = 0,002). Kompetensi pedagogik juga berpengaruh positif terhadap kinerja guru (β = 0,486; p < 0,001), sementara model menjelaskan 61,4% variasi kinerja guru. Temuan tersebut menempatkan supervisi berbasis coaching sebagai pendekatan pembinaan yang dapat mempertemukan pengembangan kapasitas pedagogik dengan pelaksanaan tugas profesional guru.]]>
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