Determinants of Teacher Performance: An Analysis of the Influence of Principal Leadership and School Culture in Public Junior High Schools in Indramayu Regency
DOI:
https://doi.org/10.12928/ijemi.v7i3.16899Keywords:
Educational management, PLS-SEM, Principal leadership, School culture, Teacher performanceAbstract
Background/purpose. Teacher performance is an important organizational factor in achieving effective educational delivery and school goals. This study aims to examine the statistical relationships of principal leadership and school culture with teacher performance and to identify the relative contribution of each factor in public junior high schools in Losarang District, Indramayu Regency.
Materials/methods. This study employed a quantitative cross-sectional design. The population consisted of 84 teachers from four public junior high schools, and a census sampling technique was used. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The analysis included measurement model evaluation, structural model assessment, effect-size analysis, predictive relevance, and bootstrapping for hypothesis testing.
Results. The findings revealed that principal leadership was positively and significantly associated with teacher performance (β = 0.279; t = 2.434; p = 0.015), while school culture demonstrated a stronger positive and significant association with teacher performance (β = 0.641; t = 5.638; p < 0.001). The effect-size analysis further showed that principal leadership had a small effect (f² = 0.084), whereas school culture had a large effect (f² = 0.444). The model explained 80.3% of the variance in teacher performance (R² = 0.803) and demonstrated predictive relevance (Q² = 0.410).
Conclusion. Both principal leadership and school culture are significant predictors of teacher performance within the studied population, but school culture makes a substantially greater statistical contribution than principal leadership. The findings suggest that efforts to improve teacher performance should integrate effective principal leadership with the deliberate development of a collaborative, professional, and quality-oriented school culture.
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