<![CDATA[The purpose of this study is to describe and analyze the implementation of academic supervision in elementary schools in the Mamben Lauk cluster, Wanasaba District. Identify inhibiting and supporting factors in the implementation of academic supervision. Analyze the implications or impacts of academic supervision on improving teacher performance. Reveal teachers' perceptions of the academic supervision practices they experience. This study uses a qualitative approach, the subjects of this study are 10 people (5 Principals and 5 teachers), data sources in this study are primary and secondary data, data collection instruments are observation, interviews, and documentation, data analysis techniques in this study are data reduction, data presentation, and drawing conclusions. The results of this study are that supervision helps teachers develop more systematic learning tools, although in some cases it is still administrative in nature. Teachers implement learning according to the lesson plan (RPP) with a variety of methods, but evaluation is still predominantly cognitive. The affective and psychomotor domains have not been optimally addressed. Schools that implement follow-up in the form of reflective discussions and workshops have been shown to improve teacher performance while simultaneously impacting student learning outcomes. Supervisory competencies are mostly obtained from practical experience in the field. Harmonious relationships and open communication become social capital that strengthens the implementation of supervision. The impact on student learning outcomes is only significant in schools that consistently implement supervisory follow-up. ]]>
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