Academic Supervision Strategies based on Authentic Leadership in Supporting the Implementation of Inclusive Education
Keywords:
Authentic Leadership, Academic Supervision, Inclusive EducationAbstract
Inclusive education requires academic supervision that extends beyond technical procedures by embedding humanistic values and a strong commitment to student diversity. This study aims to explore strategies of academic supervision grounded in authentic leadership to strengthen the implementation of inclusive education at SDN 34 Baba, Enrekang Regency. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and document analysis involving the school principal, ten teachers, and students with special needs. The results show that authentic leadership dimensions self-awareness, relational transparency, internalized moral perspective, and balanced processing were integrated into supervision practices that fostered trust, openness, and collaboration. Supervisory strategies emphasized reflective mentoring, collaborative training, and formative evaluation, enabling teachers to design adaptive instruction and establish inclusive, student-centered classrooms. These practices enhanced teacher professionalism and supported equitable learning opportunities for students with diverse needs. Despite these gains, challenges such as limited resources, insufficient teacher preparation, and time constraints in supervision were identified. The study concludes that authentic leadership based academic supervision not only strengthens inclusive practices but also serves as a transformational tool for cultivating an inclusive school culture.
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