Principal Leadership, Teacher Work Motivation, and Teacher Development as Predictors of Elementary School Teacher Performance

Abstract

Teacher performance reflects teachers’ ability to plan, implement, evaluate, and improve the learning process. This study aimed to examine the effects of principal leadership, teacher work motivation, and teacher development on the performance of elementary school teachers in Petungkriyono District, Pekalongan Regency. This study employed a quantitative approach using a survey method and an ex post facto design. The population consisted of 147 public elementary school teachers, from whom 118 respondents were selected using proportional random sampling. Data were collected through closed-ended questionnaires using a five-point Likert scale and analyzed using descriptive statistics, prerequisite tests, simple linear regression, and multiple linear regression with IBM SPSS Statistics 25. The results showed that principal leadership had a positive and significant effect on teacher performance (r = 0.756; R² = 0.571; p < 0.001). Teacher work motivation also had a positive and significant effect on teacher performance (r = 0.736; R² = 0.541; p < 0.001), as did teacher development (r = 0.711; R² = 0.505; p < 0.001). Simultaneously, the three predictors significantly explained teacher performance, F(3,114) = 148.504, p < 0.001, with R² = 0.796. Principal leadership was the strongest relative predictor (β = 0.427), followed by teacher work motivation (β = 0.350) and teacher development (β = 0.304). These findings indicate that improving teacher performance requires an integrated approach combining effective school leadership, strong work motivation, and continuous professional development.