The study aims to understand the English teachers' understanding of the school principal academic supervision, their perception of the current supervisory practices, and their perspectives on the issues, challenges, and ideal model of an academic supervision. Data were collected through face-to-face interviews with ten certified English teachers who have been working in state schools for at least ten years. The findings reveal that teachers perceive academic supervision as a coaching activity that supports their professional growth, provides feedback, support, and guidance, and leads to reflection, improvement, and continuous evaluation of the learning process. Academic supervision is seen as a leadership function that focuses on instructional guidance and overall educational improvement. Principals apply principles such as scientific objectivity, democratic engagement, cooperation, effective communication, openness, sustainability, and constructive feedback. Various approaches and techniques, including observation, interviews, document review, and online methods, are used by principals to evaluate and support teaching practices. Teachers have a positive perception of academic supervision, appreciating constructive feedback and viewing it as an opportunity to enhance their teaching practices. However, challenges such as infrastructure constraints, scheduling conflicts, and communication gaps exist, which were exacerbated by the COVID-19 pandemic. Recommendations for further research include exploring the impact of academic supervision on student outcomes, investigating the role of technology in supervision, examining experiences of teachers in different subject areas, and assessing the effectiveness of the transformational teacher program. The study acknowledges limitations related to the sample size and recommends the inclusion of other perspectives in future research.