Reconstructing Teachers' Teaching Quality through Principals' Clinical Supervision in Public Junior High Schools

The ineffective implementation of clinical supervision, which has not been systematically conducted, has limited the effectiveness of teacher development programs in improving teaching quality in public junior high schools. This study aimed to analyze the planning, implementation, evaluation, and follow-up of principals' clinical supervision in reconstructing teachers' teaching quality in public junior high schools in Aceh Besar Regency. This study employed a qualitative method with a case study approach conducted at SMP Negeri 1 Peukan Bada and SMP Negeri 2 Darul Imarah in 2026. The participants consisted of ten informants, including two principals, six teachers, and two school supervisors, who were purposively selected based on their involvement in the implementation of clinical supervision. Data were collected through classroom observations, semi-structured interviews, and document analysis to obtain comprehensive information regarding the implementation of clinical supervision in both schools. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The trustworthiness of the data was ensured through source triangulation, technique triangulation, and member checking. The findings revealed that clinical supervision at SMP Negeri 1 Peukan Bada was implemented systematically through collaborative planning, instrument-based classroom observation, reflective feedback, evidence-based evaluation, and continuous follow-up, thereby contributing to the improvement of teachers' teaching quality. In contrast, the implementation of clinical supervision at SMP Negeri 2 Darul Imarah was not yet optimal because several stages of the supervision process had not been carried out consistently. The novelty of this study lies in the reconstruction of a clinical supervision model that integrates collaborative planning, evidence-based evaluation, reflective feedback, and continuous follow-up as a strategy for enhancing teachers' teaching quality in public junior high schools.