<![CDATA[Academic supervision is intended to support better teaching and teacher professional development; however, having formal supervisory procedures does not by itself ensure that support is systematic or developmental. This study evaluated principal-led academic supervision at SDN Karang Tengah 14, Tangerang City, using the Context, Input, Process, and Product (CIPP) framework and examined evidence concerning its relationship with teacher performance. A qualitative, context-bound case study was conducted with purposively selected informants using semi-structured interviews, observations, and school documents, including 2024 Teacher Performance Assessment (PKG) records. The data were analyzed thematically through comparison across sources and an evidence-tracing analytic matrix. The findings showed a clear contextual need for supervision: the mean PKG score was 76.5 against a school target of 85, and 61.1% of teachers were classified as adequate. Reported scores for technology use and instructional innovation were 68.3 and 71.2, respectively. Although basic supervisory structures and a three-stage cycle were in place, supervision occurred only twice annually and was not implemented consistently, particularly in pre-observation, feedback, coaching, and follow-up documentation. Product evidence pointed to limited reported improvement in teachers’ awareness of lesson planning and instructional implementation, but no longitudinal evidence was available to establish changes in teacher performance attributable to supervision. The study shows, through a CIPP-based system-level analysis, that the developmental value of academic supervision depends on how closely identified needs, supervisory inputs, implementation, feedback, and differentiated follow-up are connected. The findings point to the need to strengthen supervision as a continuous process of teacher professional learning and instructional improvement.]]>
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