<![CDATA[Teacher professionalism is a key factor in the success of teaching and learning processes in schools, directly affecting the quality of education. Teachers are responsible not only for delivering materials and guiding students but also for understanding pedagogical knowledge, motivating students, and maximizing their potential. School principals play a crucial role through academic supervision, including classroom observations and visits, in guiding and enhancing teacher professionalism. This study employs a literature review design to explore insights, theories, and research findings related to the role of instructional supervision evaluation in improving teacher professionalism. Data were systematically collected through identification, selection, and analysis of relevant literature and analyzed qualitatively using descriptive and thematic approaches, validated through literature triangulation. The findings indicate that instructional supervision evaluation significantly contributes to improving pedagogical competence, professional responsibility, and teachers’ commitment to learning and students. Effective supervision helps teachers assess strengths, overcome limitations, utilize opportunities, and face educational challenges, supporting the development of adaptive, inclusive, and high-quality learning.]]>
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