Supervision activities can help schools identify school problems and find solutions. Apart from that, supervision can also help teachers to self-reflect on the learning process that has been carried out. Therefore, the implementation of educational supervision is very important for improving the quality of education. Based on observations of the reality that occurs in the field, it shows that the supervision process is not carried out seriously. There are even school principals who do not supervise their teachers at all. This is a big problem for the world of education, especially school education. The aim of this research is to determine the effect of educational supervision on the quality of teacher work. The research used a qualitative descriptive method with 21 research subjects consisting of 1 school principal and 20 teachers. Data collection was carried out by documentation, interviews and observation. The results of the research show that (1) supervision activities are carried out 2-3 times for each teacher in one semester, carried out by the principal and/or teachers who have been appointed as supervisors at this school, the lack of teacher readiness and the teacher's reluctance to be supervised is The main obstacle in the supervision process, in this case the principal solves it by providing opportunities for teachers to teachers to choose their own time for supervision so that teachers can prepare themselves well. (2) there is a very good influence from the implementation of supervision on the quality of teacher work, including that teachers can obtain information related to the learning process carried out so that there is improvement or improvement in the quality of subsequent learning. The implementation of supervision also creates enthusiasm in teachers to learn so that it can improve the quality of teachers' work in learning.