Optimizing Academic Supervision by School Principals to Improve Elementary School Teacher Performance: A Systematic Literature Review
DOI:
https://doi.org/10.52690/jitim.v6i2.1530Keywords:
Academic Supervision, Elementary School Teachers, Principal’s Supervision, Supervision Optimization, Teachers’ PerformanceAbstract
This study analyzes and optimizes principal-led academic supervision to improve elementary teacher performance. A Systematic Literature Review (SLR) of 15 peer-reviewed articles (2021–2026) identifies four essential dimensions: (systematic planning aligned with teacher needs, clinical observation with collaborative feedback, sustained follow-up programs, and technology integration for efficiency and transparency. Key synthesized findings also reveal persistent barriers: principals’ excessive administrative loads and lack of specialized supervisory training. The novelty lies in an empirically-grounded optimization framework tailored specifically to primary school contexts. Practically, the results offer principals actionable strategies and provide education authorities a blueprint for targeted training programs. The contribution advances supervision theory by linking practices directly to teacher professional development and student learning outcomes in elementary schools.
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