Examining the Role of Situational Leadership and School Culture in Teacher Performance within Resource-Limited Educational Contexts

Aims: To analyze the influence of situational leadership style and school culture on teacher performance in regions characterized by limited access to educational services. Although extensive research has examined these relationships in resource-rich settings, empirical evidence from regions with limited educational services and infrastructure remains limited. Study Design: This study used a quantitative approach with a survey design. Place and Duration of Study: The study was conducted in six public high schools in Kab. Banggai Laut Regency, Central Sulawesi, from September to November 2025. Methodology: The population of this study consisted of all teachers from six public senior high schools in Banggai Laut Regency, totaling 117 individuals. A sample of 91 teachers was determined using the Slovin formula with a simple random sampling technique. Data were collected through a Likert-scale questionnaire (1–5) that had been tested for validity and reliability. The variables measured included the principal’s situational leadership style, school culture, and teacher performance. Data were analyzed using descriptive statistics and multiple linear regression after conducting classical assumption tests (normality, linearity, multicollinearity, and heteroscedasticity). Results: Multiple linear regression analysis revealed that situational leadership style had a positive but statistically non-significant influence on teacher performance (β = 0.016, P = .919). Similarly, school culture showed a positive regression coefficient with non-significant influence (β = 0.233, P = .068). The combined contribution of both variables was minimal, explaining only 3.8% of the variance in teacher performance (R² = 0.038), with the remaining 96.2% attributable to other factors outside the model. Conclusion: The findings offer valuable insight for educational leadership and policy development in under- resourced regions, showing that efforts to improve teacher performance cannot rely on leadership and school culture alone, even though both have a positive influence, but must be complemented by structural interventions that strengthen professional support systems.