<![CDATA[This study examines the effect of academic supervision on educational quality with collaborative culture and teachers' pedagogical competence as mediating variables. The study was motivated by the tendency of academic supervision to remain administrative and by the need to strengthen schools' internal capacity to improve educational quality. A quantitative causal design was employed. The population consisted of 183 teachers from five public senior high schools in Central Jakarta Area II, and all population members were included using a census sampling technique. Data were collected through questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The results show that academic supervision has a positive and significant effect on collaborative culture (β=0.743; t=14.412; p<0.001) and teachers' pedagogical competence (β=0.724; t=11.969; p<0.001). Collaborative culture positively and significantly affects educational quality (β=0.522; t=5.707; p<0.001), as does teachers' pedagogical competence (β=0.267; t=2.468; p=0.014). However, the direct effect of academic supervision on educational quality is not significant (β=0.088; t=1.058; p=0.291). Collaborative culture mediates the relationship between academic supervision and educational quality (β=0.388; t=5.387; p<0.001), while pedagogical competence also mediates the relationship (β=0.194; t=2.280; p=0.023). The findings indicate that academic supervision becomes more effective when transformed from an administrative activity into a developmental process that strengthens professional collaboration and teachers' pedagogical competence.]]>
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