The Role of Change Leadership, Academic Supervision, and Self-Efficacy Mediated by Motivation to Improve Teacher Pedagogical Performance

The average score of 59.03 in the 2022 Teacher Competency Test indicates the low pedagogical competence of teachers in Cilegon City. Low pedagogical competence has an impact on the declining quality of learning, curriculum achievement, and student learning outcomes. This study aims to analyse the effect of changed leadership, academic supervision, and self-efficacy on teacher pedagogical performance, with work motivation as a mediating variable. This study uses a quantitative approach with an ex post facto survey method and a path analysis model to test direct and indirect relationships between variables. The results of the study indicate that change leadership, academic supervision, and self-efficacy have a significant effect on teacher work motivation. Furthermore, the study demonstrates that work motivation significantly acts as a mediator in shaping teacher pedagogical competence. Adaptive change leadership, substantive implementation of academic supervision, and strong self-efficacy, when combined with high work motivation, can improve teacher pedagogical performance more optimally. The novelty of this study lies in the mapping of the role of motivation as a mediating variable that bridges the influence of leadership, supervision, and self-efficacy on teacher pedagogical performance holistically. This finding provides an important contribution to the development of a more contextual and sustainable educational intervention model, especially in improving teacher quality and education quality in Indonesia.