<![CDATA[This study aims to describe the principal’s strategies for implementing effective instructional supervision at SMKN 9 Padang. This study employed a descriptive qualitative approach. The research informants consisted of the principal as the key informant and vice principals and teachers as additional informants selected through snowball sampling. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing and verification. The findings indicate that the principal’s strategies were implemented through four stages. At the planning stage, the strategies involved developing a program, determining targets, assigning supervisory responsibilities, and preparing instruments. At the implementation stage, the activities included checking teaching documents, classroom observation, recording observations, and reflective dialogue. At the evaluation stage, supervision results were reviewed to identify teachers’ professional development needs. Meanwhile, the follow-up stage involved individual and group guidance, mentoring, and monitoring teachers’ progress according to their needs. These four stages are interconnected in supporting teachers’ professional development and improving teaching practices, thereby continuously improving the quality of instructional supervision in schools.]]>
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