The Impact of Principals' Managerial Quality and School Climate on Enhancing Teacher Performance

Hamidah Hamidah; Aan Komariah; Nur Aedi; Eka Prihatin; Syifa Hanifa Salsabil

doi:10.35445/alishlah.v16i4.5844

The Impact of Principals' Managerial Quality and School Climate on Enhancing Teacher Performance

Hamidah Hamidah, Aan Komariah, Nur Aedi, Eka Prihatin, Syifa Hanifa Salsabil

Abstract

Teacher performance in junior high schools in Pidie Jaya District faces challenges due to varying levels of managerial quality and school climate, both essential for achieving educational goals. This study aims to assess the influence of principals' managerial quality and school climate on teacher performance in this region. A quantitative survey approach was employed, with data collected from 92 proportionally selected respondents using the Slovin formula. Multiple linear regression analysis was conducted, and hypothesis testing utilized t-tests for simple regression and F-tests for multiple regression. The analysis supports four hypotheses: (1) Principals' managerial quality positively affects teacher performance; (2) School climate positively impacts teacher performance; (3) Principals' managerial quality positively influences school climate; (4) Collectively, principals' managerial quality and school climate significantly impact teacher performance. These findings highlight the combined role of managerial quality and school climate in enhancing teacher effectiveness. The study concludes that principals should prioritize both managerial functions and the development of a supportive school climate. Effective communication, collaboration, and strong relational dynamics are key areas that need to be focused on to improve teacher outcomes. Strengthening teacher performance in Pidie Jaya requires principals to balance managerial responsibilities with fostering a positive school climate, suggesting that leadership practices focused on these areas can substantially benefit educational quality.

Keywords

Teacher Performance; Managerial Quality; School Climate; Educational Leadership; Junior High Schools

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DOI: https://doi.org/10.35445/alishlah.v16i4.5844