<![CDATA[Indonesia's Ministerial Regulation of Administrative and Bureaucratic Reform (Permen PAN-RB) No. 7 of 2026 integrates educator functional positions and redefines supervisors and principals as "growth partners" rather than administrative inspectors. This study evaluates the implementation of coaching-based clinical supervision in senior secondary and vocational schools (SMA/SMK) during this policy transition, focusing on teachers' digital self-efficacy and resilience. Using an explanatory sequential mixed-methods design guided by the CIPP evaluation model, data were collected through a Likert-scale questionnaire administered to 430 teachers and in-depth interviews with 20 principals in the Education Branch Office (KCD) Region I, West Java. Descriptive statistics and thematic analysis were integrated through methodological triangulation. Respondents endorsed the policy vision strongly (M = 4.30), yet reported a considerable administrative burden (M = 3.52) and only moderate alignment between central directives and school conditions (M = 2.67). Principals perceived multimodal coaching as strengthening teachers' digital self-efficacy and resilience in the face of technical disruption. The findings reveal a persistent policy–practice gap in which digital reporting obligations, rather than technological complexity, drive technostress. The study argues that clinical supervision should be reconceptualised as a supportive psychosocial intervention, and recommends streamlined reporting systems and administrative flexibility during the functional-position transition.]]>
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