The Influence of Academic Supervision, Learning Communities, and Collaborative Leadership of Principals on the Quality of Learning in Public Elementary Schools

Abstract

This study aims to examine the influence of academic supervision, learning communities, and collaborative leadership on the quality of learning in public elementary schools in Mijen District, Semarang City. The research employed a quantitative approach with regression analysis to test the proposed hypotheses. Primary data were collected through structured questionnaires and interviews with 147 teachers and principals, ensuring direct insights from practitioners about the dynamics of supervision, collaboration, and learning quality. Secondary data were obtained from school documents, official education reports, and relevant policy guidelines, which provided contextual support and validation for the primary findings. The analysis results demonstrate that academic supervision has a significant effect on improving learning practices, though planning dimensions require further strengthening. Learning communities contribute substantially by fostering professional collaboration and reflective practice, while collaborative leadership shows a moderate but meaningful impact in building supportive and goal-oriented school cultures. Together, these three variables explain 77.3% of the variation in learning quality, with the remaining 22.7% influenced by external factors such as teacher motivation, parental involvement, and institutional policies. The findings highlight the need for integrative strategies that combine structured supervision, active learning communities, and collaborative leadership to create a sustainable ecosystem for quality education. This study contributes to the broader discourse on school improvement by emphasizing the synergy between supervision, collaboration, and leadership in enhancing teaching and learning outcomes.