<![CDATA[This study aimed to improve teachers’ pedagogical competence in instructional planning through project-based academic supervision in an inclusive elementary school. The study addressed teachers’ limited ability to develop adaptive, differentiated, and inclusive instructional plans that responded to diverse student needs. A School Action Research design based on the Kemmis and McTaggart model was conducted in two cycles, each comprising planning, action, observation, and reflection. The study involved six teachers at an inclusive elementary school. The intervention was implemented through academic supervision in which teachers were guided to identify students’ learning needs, develop and revise teaching modules, participate in professional discussions and consultations, and reflect on feedback from the supervision process. Data were collected through observation, document analysis, interviews, and field notes using observation sheets, a pedagogical competence assessment rubric, a teaching-module review sheet, an interview guide, and field notes. The data were analyzed using descriptive quantitative and qualitative techniques. The results showed a progressive improvement in teachers’ pedagogical competence in instructional planning. The mean score increased from 63.17 in the pre-cycle, categorized as fair, to 78.50 in Cycle I, categorized as good, and 89.83 in Cycle II, categorized as very good. Improvements were also observed in teachers’ ability to incorporate student characteristics, differentiated instruction, accommodations and modifications, learning media, and assessment into their instructional plans. These findings indicate that project-based academic supervision can provide a practical and collaborative approach to strengthening teachers’ pedagogical competence and supporting inclusive instructional planning.]]>
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