Quality of Teachers’ Learning Partnerships Through Principal Coaching-Based Digital Academic Supervision in Secondary Education
DOI:
https://doi.org/10.59890/ijels.v4i5.16Keywords:
Digital Academic Supervision, Principal Coaching, Learning Partnership, Teacher Professionalism, Instructional Leadership, Secondary Education.Abstract
Digital academic supervision has become increasingly necessary because school transformation requires teacher development that is not merely administrative, but also collaborative, reflective, and grounded in evidence of learning. However, the relationship among digital academic supervision, principal coaching, and the quality of teachers’ learning partnerships in secondary education has not been comprehensively mapped. This study aims to synthesize empirical evidence on the mechanisms, prerequisites, and contributions of principal coaching-based digital academic supervision in strengthening teachers’ learning partnerships. A systematic literature review method was applied by referring to the PRISMA guidelines. The search was conducted in the Scopus database using relevant keyword combinations, followed by screening based on publication year, document type, language, open access status, abstract relevance, empirical design, and DOI validity. The findings indicate that digital academic supervision contributes to teacher professionalism when supported by instructional leadership, school digital culture, personal learning networks, evidence-based classroom observation, and reflective dialogue resembling coaching practices. The findings also confirm that principals need the capacity to interpret classroom evidence, provide constructive feedback, and organize follow-up professional development. This review contributes by offering a conceptual basis for developing digital academic supervision that is cyclical, participatory, and oriented toward teachers’ learning partnerships.
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