Academic supervision has now transformed toward a digital approach in line with the school's need for teacher development that is not merely administrative, but also collaborative and reflective. Research conducted by Yulia Angreini and Agung Purwa Widiyan from Universitas Negeri Yogyakarta in May 2026 explores how digital academic supervision combined with coaching methods from principals can improve the quality of learning partnerships among teachers in secondary education.
Background and Challenges
School transformation requires sustainable professional development for teachers. Traditional supervision, which is often perceived as "judgmental surveillance," is now shifting toward a partnership model. The challenge is that many schools have adopted digital tools but have yet to succeed in building strong partnership relationships in learning. This study aims to map the mechanisms, prerequisites, and contributions of coaching-based digital academic supervision in strengthening teacher collaboration.
Systematic Review Methodology
The researchers applied a Systematic Literature Review (SLR) method by searching the Scopus database to synthesize empirical evidence on best practices in digital supervision. This research focuses on how a principal's coaching can act as a catalyst in creating a culture of reflection and effective learning partnerships in secondary schools.
Key Findings: Learning Partnership Mechanisms
The research results identified several key success factors:
- Shift in Principal's Role: Principals are no longer just administrators, but coaches who facilitate reflective dialogue for teachers.
- Data-Driven Partnerships: Digital supervision provides objective data on the teaching-learning process, which then becomes the basis for constructive partnership discussions between principals and teachers, as well as among fellow teachers.
- Collaboration and Reflection: Coaching-based supervision encourages teachers not to work in isolation, but to build partnerships to solve learning problems together.
- Professionalism Enhancement: High-quality partnerships directly contribute to deeper and more sustainable improvements in teachers' professional competence.
Implications for School Practices
Based on these findings, the authors suggest several strategic steps for secondary education managers:
- Strengthening Coaching Culture: Principals need to be trained in coaching skills so they can provide empowering support rather than just evaluating.
- Technology Integration in Partnerships: School digital platforms should be designed to facilitate learning documentation, the sharing of good practices, and collaborative reflection.
- Focus on Partnership, Not Administration: Supervision must be focused on developing learning quality, ensuring teachers feel supported in developing innovations in the classroom.
Author Profile:
- Yulia Angreini – Researcher, Universitas Negeri Yogyakarta; Expertise: Educational Management and Academic Supervision.
- Agung Purwa Widiyan – Researcher, Universitas Negeri Yogyakarta; Expertise: Instructional Leadership and Teacher Professional Development.
Research Source: Angreini, Y., & Widiyan, A. P. (2026). "Quality of Teachers' Learning Partnerships Through Principal Coaching-Based Digital Academic Supervision in Secondary Education". International Journal of Education and Life Sciences (IJELS), 4(5), 557-568. DOI: https://doi.org/10.59890/ijels.v4i5.16
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