Professional competence is needed for teachers because it is related to the quality
of learning, low professional competence has an impact on low learning outcomes
and quality. The role of the principal as a supervisor is very important to improve
teachers' professional competence through coaching-based academic supervision.
The purpose of this study is to critically analyze the description of teachers'
professional competence, the efforts made by school principals, and the results of
the implementation of coaching-based academic supervision. The method used in
this research is a qualitative approach conducted in 5 schools in the Cilacap district.
Data collection used observation, questionnaires, interviews, and documentation.
Data analysis uses data collection, data reduction, data presentation, and
verification or conclusion drawing. The result of this study is to produce an
overview analysis of how the low professional competence of teachers can be
improved through coaching-based academic supervision. The implementation of
coaching-based academic supervision analysis consists of 3 stages, namely preobservation,
observation, and post-observation with supporting factors of
discussion, coordination, openness, schedule agreement, and communication for
improvement and inhibiting factors are a good and in-depth understanding of
coaching-based academic supervision.