Principal Leadership as a Predictor of Teacher Performance: Evidence from an Indonesian Elementary School

Teacher performance is a critical determinant of educational quality and student achievement, making the identification of factors that influence teacher effectiveness an important area of educational research. Among these factors, principal leadership has been recognized as a key organizational variable that shapes teachers’ professional practices and instructional performance. This study aimed to examine the relationship between principal leadership and teacher performance at State Elementary School Raya Kahean, Simalungun Regency, Indonesia. The study employed a quantitative correlational research design involving 52 teachers selected through total sampling. Data were collected using two structured questionnaires measuring principal leadership and teacher performance. The principal leadership instrument was adapted from the Principal Instructional Management Rating Scale (PIMRS), while the teacher performance instrument was adapted from established teacher performance appraisal indicators. Data were analyzed using descriptive statistics, Pearson Product–Moment Correlation, and t-test analysis with the assistance of SPSS version 22. The results revealed a strong positive relationship between principal leadership and teacher performance (r = .699, p < .001). Furthermore, hypothesis testing showed that principal leadership significantly influenced teacher performance (t = 6.905, p < .05). These findings indicate that effective principal leadership contributes substantially to improving teacher performance through instructional guidance, professional support, and the creation of positive school environments. The study concludes that strengthening instructional leadership practices may serve as an effective strategy for enhancing teacher effectiveness and improving educational quality in elementary schools.