The Impact of Academic Supervision and Principal Motivation on Teacher Performance in Aceh Selatan High Schools

This study examines the impact of academic supervision and principal motivation on teacher performance in public high schools in Aceh Selatan, Indonesia. Recognizing the critical role of school leadership in supporting teacher effectiveness, this study investigates how structured supervision and motivational support from principals influence teachers’ self-assessed performance. Using a descriptive quantitative approach, data were collected from a sample of 86 teachers across five schools through a structured questionnaire. Descriptive and inferential analyses, including Pearson correlation and multiple regression, were conducted to explore relationships among the variables. The findings reveal that both academic supervision and principal motivation significantly predict teacher performance, with principal motivation having a slightly stronger effect. Positive correlations among academic supervision, principal motivation, and teacher performance suggest that teachers who receive consistent supervision and motivational support report higher performance levels.