The role of academic supervisors in shaping students' academic achievements and research skills

the purpose of this study is to examine how educational supervisors influence students' academic achievements and research abilities, as well as to identify the leadership styles and interaction forms that contribute to their comprehensive development. Based on an analysis of scientific literature and the results of empirical research, which included interviews with graduate students and their supervisors, three key interaction modes were identified: "subordinate," "friend," and "stranger." These communication styles were analyzed with a focus on their impact on academic productivity, self-awareness, independence, and students' research skills. The authors emphasize that effective supervision requires a balanced approach that combines granting autonomy to students with active support from the supervisor. Special attention is given to factors such as trust, respect, and open and constructive communication, which foster a productive environment for interaction. Challenges arising from mismatched expectations between students and supervisors, including a lack of quality feedback and personal involvement, are also analyzed. The study highlights the importance of a rational approach to academic supervision, tailored to educational philosophies and the individual characteristics of students. The practical value of the study lies in applying its findings to improve the academic supervision system. The theoretical significance lies in expanding knowledge about the role of interaction in the educational environment and developing recommendations for optimizing mentoring approaches.

supervisor-learner collaboration, influencing factors, postgraduate students' attitudes towards learning, academic supervisory system, educational philosophy of supervisors, academic agency