THE INFLUENCE OF SCHOOL PRINCIPAL LEADERSHIP, TEACHER PERFORMANCE, AND SCHOOL CLIMATE ON THE QUALITY OF EDUCATION

Abstract

This study aims to analyze the influence of principal leadership, teacher performance, and school climate on the quality of education in State Senior Secondary Schools across eastern Indonesia, focusing on areas that face similar challenges in education management. This research employs a quantitative approach with a survey method and was conducted in seven public schools spread across the four geographical areas of the district. The total population consisted of 1,144 teachers from 21 schools, with a sample of 92 respondents selected randomly. The data collection technique used Likert scale questionnaires, documentation, and observation. Data analysis was carried out using SPSS software version 25, including validity, reliability, normality, linearity, multiple linear regression, t-tests, F-tests, and the determination coefficient (R²). The results of the study showed that the three independent variables principal leadership, teacher performance, and school climate had a significant effect on the quality of education, both partially and simultaneously. Among these, school climate had the most dominant influence, followed by principal leadership and teacher performance. The resulting regression equation is Y = -95.143 + 1.437X₁ + 1.097X₂ + 1.588X₃. The determination coefficient (R²) value of 0.495 indicates that 49.5% of the variation in education quality can be explained by these three variables. These findings emphasize the importance of a holistic approach to improving education quality, which includes visionary leadership, teacher professionalism, and a conducive school environment. The recommendations are directed at policymakers to place greater emphasis on interventions related to the internal aspects of schools that significantly contribute to the quality of education.