Research Article
The Role of School Principal Management in Improving the Quality of Teacher Performance
@INPROCEEDINGS{10.4108/eai.5-12-2025.2363810, author={Antonius KAP Simbolon and Nathanael Sitanggang and Yuniarto Mudjisusatyo}, title={The Role of School Principal Management in Improving the Quality of Teacher Performance}, proceedings={Proceedings of the 10th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2025, 5 December 2025, Medan, North Sumatera Province, Indonesia}, publisher={EAI}, proceedings_a={AISTEEL}, year={2026}, month={7}, keywords={Principal management teacher performance instructional leadership school leadership educational management}, doi={10.4108/eai.5-12-2025.2363810} }- Antonius KAP Simbolon
Nathanael Sitanggang
Yuniarto Mudjisusatyo
Year: 2026
The Role of School Principal Management in Improving the Quality of Teacher Performance
AISTEEL
EAI
DOI: 10.4108/eai.5-12-2025.2363810
Abstract
Educational quality is strongly influenced by the effectiveness of school leadership and teacher performance. This study aims to examine the role of principal management in enhancing teacher performance in secondary schools. A quantitative correlational research design was employed, involving 60 teachers and 10 school principals selected through purposive sampling. Data were collected using structured questionnaires measuring principal management (planning, organizing, leading, and controlling) and teacher performance (instructional effectiveness, classroom management, and professional development). The data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results indicate that both principal management and teacher performance are at high levels, with planning and leading as the strongest dimensions. Correlation analysis reveals that all dimensions of principal management are positively and significantly related to teacher performance (p < 0.01), with leading showing the strongest relationship (r = 0.63). Furthermore, multiple regression analysis demonstrates that leading (β = 0.37, p < 0.01) and planning (β = 0.28, p < 0.05) are significant predictors of teacher performance, while organizing and controlling are not significant. The model explains 42% of the variance in teacher performance (R² = 0.42).
