<![CDATA[This study aims to analyze how supervision-based educational planning affects teachers' administrative workloads and its implications for improving educational quality. This study employed a mixed-methods sequential explanatory design, integrating quantitative and qualitative data. Teachers completed questionnaires to measure the relationship between supervision-based educational planning and administrative workload. At the same time, in-depth interviews and observations provided qualitative data to reinforce and explain the quantitative results. The findings indicate that supervision-based educational planning significantly reduces teachers' administrative workloads, allowing them to focus more on instruction. Qualitative findings corroborate these results, showing that systematically designed supervision improves administrative efficiency and strengthens teacher professionalism. The study’s implications suggest that supervision-based educational planning can serve as a managerial strategy to optimize teacher performance and improve educational quality. The resulting conceptual model integrates supervision, administrative efficiency, and instructional quality into a framework for sustainable development of educational management.]]>
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