<![CDATA[Academic supervision plays an important role in improving teacher performance by providing systematic monitoring, evaluation, and professional support. However, its effectiveness depends on how these functions are implemented and integrated into continuous professional development. This study aims to describe and analyze the principal’s roles as an observer, evaluator, and successor in improving teacher performance. A qualitative descriptive design with a phenomenological approach was employed to explore the experiences and perspectives of the principal, vice principal, and teachers. Data were collected through semi-structured interviews, direct observations, and documentation, and analyzed through data condensation, data display, and conclusion drawing and verification. Source and methodological triangulation were used to strengthen the credibility of the findings. The results indicate that the observer role involves monitoring instructional activities, identifying teaching difficulties, and maintaining communication with educational stakeholders. The evaluator role encompasses assessing teaching practices, reviewing learning outcomes, providing constructive feedback, and encouraging teacher reflection. The successor role involves follow-up supervision through professional guidance, mentoring, competency development, and continued performance monitoring. These findings suggest that academic supervision should be implemented as an integrated and continuous developmental process rather than merely an administrative assessment. The study implies that school principals should align supervision findings with teachers’ professional needs, ensure systematic follow-up, and evaluate progress regularly to support sustainable improvements in instructional quality.]]>
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