<![CDATA[Supervisory practices in Indonesian Islamic secondary education often emphasize administrative compliance, while teachers’ developmental needs receive limited attention. This study explores how Glickman’s developmental supervision framework is implemented in madrasahs across Jambi Province. It also develops a contextual model of supervisory approaches based on supervisee readiness. Using a qualitative descriptive design, the study collected data through semi-structured interviews, non-participant observations, and document analysis involving teachers, principals, and supervisors. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model. The findings reveal three supervisory patterns: administrative-dominant, mixed, and developmental. Teacher readiness was reflected in pedagogical competence, professional awareness, and accountability values. The study proposes an Adaptive Islamic Developmental Supervision model that integrates developmental supervision with the Islamic values of amanah, adab, and ikhlas. The model offers practical suggestions for improving supervisory practices in Islamic education.]]>
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