<![CDATA[This study examines how academic supervision conducted by a madrasah principal supports the professional adaptation of novice teachers in a pesantren-based madrasah. Using a qualitative field research design, data were collected through semi-structured in-depth interviews, limited participant observation, and documentation involving the madrasah principal, novice teachers, and relevant supporting informants. Data were analyzed through data reduction, data display, and conclusion drawing, while source triangulation, technique triangulation, and member checking were employed to strengthen credibility. The findings show that academic supervision operates through an interconnected developmental process consisting of individual needs identification, supervision planning and classroom observation, reflective dialogue and constructive feedback, follow-up professional development, and professional adaptation. The process is characterized by humanistic, collaborative, individualized, reflective, continuous, and developmental principles. It contributes to the improvement of novice teachers’ pedagogical competence, professional confidence, reflective practice, and adaptation to institutional expectations. However, the continuity of supervision is constrained by the principal’s limited time and administrative workload. Based on these findings, the study proposes a Developmental Academic Supervision for Novice Teacher Professional Adaptation model that positions principal-led supervision not merely as an evaluative mechanism but as a structured professional learning pathway for supporting novice teachers during the early stages of their careers.]]>
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