Implementation of Academic Supervision by Supervisors and Teachers’ Teaching Performance in Mappi Regency

Abstract

This study addresses the persistent challenges in improving teacher teaching performance through academic supervision, particularly in remote areas with limited access and resources. Previous studies have largely focused on supervision practices in more accessible regions, leaving a gap in understanding how geographical constraints and institutional limitations affect supervision effectiveness in isolated contexts. This study aims to describe the implementation of supervisors’ academic supervision and teachers’ teaching performance in Working Area 19 of Mappi Regency. A descriptive qualitative approach was employed, involving school supervisors and teachers from six elementary schools. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that academic supervision has not been implemented optimally, despite being formally planned through the Teacher Working Group (KKG). This is influenced by geographical barriers, limited institutional support, low information technology competence among supervisors, and inadequate educational facilities. Teachers’ performance is also relatively low, as reflected in the absence of lesson planning and unsystematic teaching practices. This study contributes by highlighting the contextual challenges of supervision in remote areas and emphasizes the need for strengthened institutional support and capacity building to improve educational quality.