<![CDATA[Academic supervision is an essential strategy for improving teachers' competencies and the quality of learning in elementary schools. However, the implementation of academic supervision in educational institutions continues to face several challenges, particularly in classroom observation, constructive feedback, and follow-up activities. This study aims to analyze the implementation of academic supervision and its implications for the development of teacher competencies in elementary schools. The study employed a qualitative approach using a descriptive analysis method by examining three videos of academic supervision practices covering the pre-observation, classroom observation, and post-observation stages. Data were collected through document observation and analyzed using data reduction, data display, and conclusion drawing based on indicators of academic supervision and teacher competencies. The findings indicate that academic supervision was implemented systematically through the stages of pre-observation, classroom observation, and post-observation. Supervisors adopted humanistic, collaborative, and reflective approaches that encouraged teachers to evaluate and improve their instructional practices. The implementation of academic supervision had positive implications for the development of teachers' pedagogical, professional, social, and personal competencies, particularly in lesson planning, classroom management, the use of instructional media, educational communication, and reflective teaching practices.]]>
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