Systematic Literature Review: The Impact of Principal’s Academic Supervision on Teachers’ Performance

This study aims to examine the influence of principal academic supervision and school culture on the quality of teaching and teacher performance at various levels of education. This study employs a systematic literature review (SLR) methodology, analyzing quantitative and qualitative research on principal academic supervision and teacher performance. Data analysis was carried out using simple and multiple linear regression. The results of the study indicate that academic supervision and school culture have a positive and significant effect on the quality of teacher teaching, both simultaneously and partially. Academic supervision through classroom visits has also been shown to improve teacher pedagogical competence. The novelty of this study lies in the combination of academic supervision variables, school culture, work motivation, and principal leadership in predicting teacher performance in various educational units. The contribution of this study provides an empirical basis for principals in designing effective academic supervision programs to improve the quality of learning and teacher performance.