A Systematic Literature Review of Academic Supervision in Elementary Schools: Coaching Techniques

Abstract

This study employed a Systematic Literature Review (SLR) using the PRISMA methodology to analyze 20 peer-reviewed empirical articles published between 2019 and 2024 on the implementation of coaching-based academic supervision in elementary schools. The findings indicate that coaching techniques—such as the TIRTA-Innovative Coaching Flow and the GPAR model—significantly improve teachers’ pedagogical competence, reflective practice, professional collaboration, and instructional innovation. Coaching supervision effectively shifts the role of supervisors from mere evaluators to facilitators of professional growth, thereby creating a more supportive and developmental culture in schools. Despite these benefits, the review highlights several limitations, including insufficient training for supervisors, limited institutional support, time constraints, and the lack of longitudinal evidence on sustained impact. These constraints suggest the need for stronger systemic backing and more comprehensive professional development for supervisors. The study concludes that coaching-based academic supervision has strong potential to enhance teacher development when aligned with systematic planning, policy integration at the school level, and continuous mentoring. Practical implications are offered for policymakers, school leaders, and researchers to strengthen future implementation and ensure more effective evaluation of coaching-based supervision.