<![CDATA[Academic supervision is an important strategy for improving teacher professionalism and learning quality in Vocational High Schools (SMK). This cross-sectional explanatory study examined whether Teacher Engagement and Adversity Quotient predict teacher-reported Academic Supervision among vocational high school teachers in Pesisir Selatan Regency. The population comprised 586 teachers, and 234 respondents were selected through proportionate simple random sampling. Data were collected using a 48-item five-point Likert questionnaire and analyzed with multiple linear regression in IBM SPSS. Teacher Engagement was a positive predictor of Academic Supervision (B = 1.211, SE = .060, β = .866, 95% CI [1.093, 1.329], p < .001), as was Adversity Quotient (B = .858, SE = .057, β = .462, 95% CI [.746, .970], p < .001). The overall model was significant, F(2, 231) = 356.425, p < .001, with R² = .755 and adjusted R² = .753. Thus, the two predictors jointly explained approximately 75.5% of the variance in teacher-reported Academic Supervision. These findings indicate that Teacher Engagement and Adversity Quotient are strongly associated with how teachers perceive and participate in academic supervision; however, the cross-sectional design does not establish causality. School leaders should therefore combine developmental supervision with strategies that strengthen teacher engagement and adaptive coping.]]>
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