The Role of the Principals as a Supervisor in Improving the Quality of Learning: A Qualitative Study at SDN 02 Sidorejo, Comal District, Pemalang Regency

Abstract

Improving learning quality in primary schools is closely linked to the effectiveness of academic supervision carried out by the principal. As instructional leaders, principals play a key role in guiding and mentoring teachers to ensure that classroom practices align with pedagogical standards. This study aims to describe the principal’s role as a supervisor in improving learning quality at SDN 02 Sidorejo, Comal District, Pemalang Regency. Using a qualitative case study design, the research involved the principal, teachers, and the school supervisor selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using Miles, Huberman, and Saldaña’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings show that the principal implemented supervision through four stages: planning, implementation, evaluation, and follow-up. Supervision was conducted in a participatory and reflective manner, involving teachers in planning, observation, and feedback sessions. Follow-up programs such as training, lesson study, and peer coaching contributed to improvements in teachers’ pedagogical competence, media use, and student learning outcomes. The study concludes that continuous and structured supervision significantly enhances learning quality in primary schools.