Vol. 6, Issue 7, Part B (2020)

Abstract
The purpose of this study is to examine and describe: (1) Implementation of the Principal’s academic supervision, (2) Factors that support the Implementation of Academic Supervision of School Principals, (3) What factors are hampering the implementation of academic supervision of school principals, (4) the efforts made by school principals to overcome obstacles in implementing academic supervision. Data collection techniques through observation, interviews and documentation. The results of this study indicate that; 1. Implementation of the Principal's academic supervision in the learning process activities starts from the planning, implementation and evaluation stages, not yet fully maximized so that the results of implementing the supervision cannot be achieved in accordance with the desired expectations; 2. Supporting Factors for the Implementation of School Principal Supervision are: a. Teacher readiness to receive guidance and assistance from school principals through academic supervision. b. Good relationships are established with fellow teachers. c. There is a time schedule for when supervision will be carried out; 3. Barriers to Academic Supervision of School Principals: a. Principals are less professional in implementing academic supervision, b. Lack of discipline and work spirit of the principal in carrying out his duties and responsibilities as a school supervisor, c. Availability of facilities and infrastructure, namely inadequate classrooms that do not support academic supervision activities such as facilities and infrastructure such as desks, chairs, books, inadequate information and communication techniques; 4. Efforts to overcome the inhibiting factors for the implementation of academic supervision are education and training must be followed by school principals and seek to procure inadequate school facilities and infrastructure such as making proposals to the local government of Minahasa Regency, holding parents and stake holders meetings (school principals, teachers and school committees) to find a way out in order to meet the lack of facilities and infrastructure referred to especially learning media which are the most important and needed component in supporting learning activities.