<![CDATA[The research problem indicates that the principal's leadership as a professional supervisor has not been fully implemented optimally, resulting in varying teacher perceptions of supervision effectiveness. The lack of clear communication, constructive feedback, and professional support has resulted in suboptimal teacher performance. This study aims to analyze and evaluate teachers' perceptions of the principal's leadership as a professional supervisor and identify the factors influencing it. This study is quantitative, with a descriptive survey design. The subjects were 23 teachers, including 10 from different schools, who tested the instrument. The data collection method used a structured Likert-scale questionnaire, while the research instrument was a questionnaire tested for validity and reliability. Data analysis was conducted using quantitative descriptive techniques, including percentages and frequency distributions. The results of the study indicate that principal leadership is perceived positively, characterized by clear communication of educational goals, support for student needs, increased teacher motivation, and involvement in problem-solving. This study concludes that effective professional supervision can improve teacher performance and professional development. The implications of this study emphasize the importance of implementing supportive, collaborative, and development-oriented leadership to improve the quality of learning.]]>
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