Unpacking Teacher Performance: Roles of Leadership, Work Climate, and Competence in Indonesian Schools

This study investigates the influence of principal leadership, school work environment, and teacher competence on the performance of teachers in a public elementary school in Depok District, Sleman Regency, Yogyakarta, Indonesia. The research adopts a quantitative method with an explanatory approach, involving 98 teachers selected through simple random sampling. Data were gathered using structured questionnaires that had undergone validity and reliability testing, and analyzed using descriptive statistics and multiple linear regression. The results show that teacher competence contributes the highest influence on teacher performance (40.2%), followed by the work environment (36.8%), and principal leadership (32.5%). These findings highlight the critical role of professional development, a supportive school climate, and transformational leadership in enhancing teaching effectiveness. Furthermore, the study reveals that hierarchical or top-down supervision without adequate teacher involvement may negatively impact performance. Therefore, it is recommended that school leaders adopt a collaborative leadership model, provide conducive work conditions, and continuously invest in teacher training. The study provides empirical evidence that can inform education policymakers and school administrators in developing strategies to improve instructional quality in Indonesian primary schools. Future research should consider broader samples and explore longitudinal impacts across diverse school contexts.