The Influence of Principals’ Academic Supervision, Availability of Facilities and Infrastructure, and Organizational Culture on Public Senior High School Teachers’ Performance in Pelalawan Regency

This study analyzes the influence of academic supervision by school principals, the availability of facilities and infrastructure, and organizational culture on teacher performance at public senior high schools in Pelalawan Regency. A quantitative ex post facto survey was conducted with a proportional sample of 164 teachers drawn from a population of 276. Data were collected via a five‑point Likert questionnaire whose validity and reliability were confirmed (Cronbach’s α ≥ 0.803). In contrast, facilities and infrastructure showed no significant partial effect (β = 0.048; t = 0.852; p = 0.395), indicating that provision of resources alone does not enhance performance unless coupled with strong leadership and a supportive climate. These findings underscore that strategies to improve teacher performance should prioritize collaborative academic supervision and the cultivation of a positive organizational culture, supplemented by targeted optimization of facilities. Future research should incorporate external factors such as parental and community support. This study’s original contribution lies in integrating three critical factors into a comprehensive model and offering evidence‑based policy recommendations for enhancing secondary education quality.