<![CDATA[This study aims to analyze the implementation of differential supervision in developing teacher competency in high schools. The research approach used is a Systematic Literature Review (SLR) by examining various relevant scientific articles from academic databases. Data were analyzed through grouping main themes that include the implementation of differential supervision, supporting and inhibiting factors, and its impact on teacher competency. The results show that differential supervision is a supervisory approach that adapts to the needs, experiences, and competencies of teachers, making it more effective than uniform supervision. Its implementation is carried out through classroom observations, individual coaching, and collaborative and ongoing learning reflections. In addition, differential supervision has a positive impact on improving teachers' pedagogical and professional competencies. However, its implementation still faces obstacles such as time constraints, administrative burdens, and the dominance of the supervision paradigm as an evaluative activity. This study concludes that differential supervision has great potential to improve the quality of learning if supported by paradigm shifts and appropriate policies in schools.]]>
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