Coaching-Based Academic Supervision in Improving the Quality of Elementary School Teachers' Learning: Systematic Literature Review

Abstract

This study aims to explore coaching-based academic supervision in improving the quality of elementary school teacher learning through the Systematic Literature Review (SLR) approach. Teachers have an important role in implementing quality learning by creating a conducive, interesting, effective and enjoyable learning environment so that students can achieve maximum learning outcomes and coaching-based academic supervision is believed to be able to create a supportive, visionary work climate, and motivate teachers to innovate and commit to the quality of learning in the classroom. This study collected and analyzed 10 national journal articles published between 2020 and 2024, using databases such as Google Scholar. The results of the review show that coaching-based academic supervision is significantly positively correlated with the quality of elementary school teacher learning, especially in designing, implementing, and evaluating learning. Thus, coaching-based academic supervision can be an option in improving the quality of teachers in learning in elementary schools. Therefore, academic supervision should be seen as a means of building good and collaborative relationships between supervisors and supervised teachers, not just coaching or assessment, with the aim of creating a mutually supportive partnership between the principal and teachers to improve the quality of elementary school teacher learning.