<![CDATA[Sustainable improvement in school services requires supervisory mentoring that extends beyond administrative oversight toward collaborative, reflective, and continuous improvement practices. However, limited empirical evidence explains the relative contribution of different supervisory mentoring stages to sustainable school service improvement. This study examines the contribution of four stages of supervisory mentoring: mentoring planning, mentoring for school program planning, mentoring for school program implementation, and monitoring, evaluation, reflection, and follow-up. A quantitative approach was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to assess the relationships among the mentoring stages and sustainable school service improvement. The findings demonstrate that all four stages have positive relationships with sustainable school service improvement. Monitoring, evaluation, reflection, and follow-up emerged as the strongest predictor, with a path coefficient of 0.484 and a large effect size (f² = 0.605), followed by mentoring for school program planning (β = 0.332; f² = 0.234), mentoring for school program implementation (β = 0.209; f² = 0.094), and mentoring planning (β = 0.106; f² = 0.029). The structural model explains 68.6% of the variance in sustainable school service improvement (R² = 0.686). These findings indicate that sustainable improvement depends substantially on translating supervisory evidence into systematic follow-up and continuous improvement actions.]]>
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