<![CDATA[Teacher supervision is increasingly important as educational institutions seek to strengthen teaching quality and support continuous professional development. However, supervision is often implemented as an administrative evaluation rather than a developmental process that responds to teachers’ professional needs. This study aims to explore how supervision programs can be optimized to improve teaching skills and teacher performance by examining teacher experiences, supervisory practices, feedback mechanisms, and institutional support. A qualitative case study design was employed, with data collected through semi-structured interviews, observations, and document analysis involving teachers, supervisors, and school administrators. Data were analyzed through data condensation, data reduction, data display, and verification. The findings indicate that structured and continuous supervision contributes to improvements in pedagogical competence, lesson planning, classroom management, teaching strategies, teacher confidence, and professional performance. Constructive feedback and systematic follow-up were identified as important mechanisms supporting these improvements. However, limited time, administrative orientation, and insufficient personalization may reduce supervision effectiveness. The study implies that schools should reposition supervision as a collaborative and continuous professional-development process supported by individualized feedback, competent supervisors, adequate resources, and systematic follow-up.]]>
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