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Of the 26 supervision techniques, the most widely used in Indonesia are teachers' meetings, trainings, peer discussions, seminars, and upgrading programs, while in the Philippines they are seminars, lesson study, self-evaluation, peer discussions, and teacher's meetings. On the other hand, there is a significant influence on the use of techniques, principles, and instructional supervision approaches on the variations of teacher learning models. The principle of instructional supervision has the most dominant effect on the variations of teacher learning models and materials.

This study aims to examine the effect of collaborative supervision approaches and collegial supervision techniques on teacher intensity using performance-based learning in the learning process. In addition, its purpose is also to examine the impact on student learning outcomes. This study was conducted in East Java, Indonesia, with a descriptive correlational research design. The research samples were obtained in three cities, namely Malang, Blitar, and Batu, with a total sample of 146 primary education teachers. The data collection techniques used in this research were questionnaires and documentation, while the data analysis techniques used were descriptive statistics, product-moment correlation, regression and path analysis. The results show that the collaborative supervision approach and collegial supervision techniques have a significant influence on performance-based learning, but has no effect on student learning outcomes, either directly or indirectly. Performance-based learning applied by teachers strongly affects students’ learning outcomes.

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