<![CDATA[Objective: This study aims to examine the effect of digital academic supervision on primary school teachers' performance as a strategy for strengthening educational management in the era of digital transformation. Method: A quantitative explanatory survey was conducted involving 56 civil servant teachers from Cluster 2 of Paguyangan District, Brebes Regency, selected using a saturated sampling technique. Data were collected through validated and reliable questionnaires and analyzed using descriptive statistics, prerequisite tests, Pearson Product–Moment correlation, and simple linear regression with IBM SPSS Statistics 27. Results: Both digital academic supervision and teacher performance were categorized as high. Statistical analysis revealed a positive and significant relationship between digital academic supervision and teacher performance (r = 0.714; p < 0.001), explaining 51.0% of the variance in teacher performance. Novelty: This study conceptualizes digital academic supervision as an integrated educational management system that combines planning, implementation, evaluation, and data-driven follow-up within a single digital ecosystem, providing a sustainable framework for improving teacher performance and strengthening educational quality.]]>
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