<![CDATA[This study aimed to analyze the effects of academic supervision, instructional leadership, and teachers’ learning reflection on the quality of learning in elementary schools in Tlogomulyo District. The study employed a quantitative approach with an ex post facto design and survey method. The population comprised 140 teachers, with a sample of 104 teachers selected through proportional random sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, prerequisite tests, and multiple linear regression with SPSS 26. The results showed that academic supervision, instructional leadership, and teachers’ learning reflection each had a positive and significant effect on learning quality. Simultaneously, the three variables had a significant positive effect, with an F value of 95.929 and a coefficient of determination of 0.742, explaining 74.2% of the variance in learning quality. Academic supervision was the dominant variable, contributing an effective 47.4%. These findings emphasize the importance of strengthening supervision follow-up, instructional leadership, and teachers’ reflective culture in an integrated manner to improve learning quality sustainably.]]>
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