Teacher performance in junior secondary schools is strongly influenced by school leadership, organizational culture, and teachers’ innovative behavior. This finding comes from a study conducted by Lilik Nur Kholidah, Sudadio, and Cucu Atikah from Universitas Sultan Ageng Tirtayasa, Indonesia, published in 2026 in the Journal of Educational Analytics (JEDA). The research highlights how effective managerial leadership by school principals and a supportive organizational culture contribute significantly to improving teacher performance.
The study focuses on the role of school principals in managing and developing educational environments that encourage teachers to perform professionally. Strong leadership at the school level is considered essential because principals are responsible not only for administrative management but also for guiding teaching quality and institutional development.
Background: The Strategic Role of Teachers and School Leadership
Teachers play a central role in determining the quality of education. Their ability to manage classrooms, deliver learning materials, and guide students’ development directly affects educational outcomes.
However, teacher performance does not develop in isolation. Workplace environment, school culture, and leadership support influence how teachers perform their professional duties. For this reason, strengthening the managerial competence of school principals is increasingly recognized as a key strategy for improving educational quality.
Research Method
The researchers used a descriptive qualitative approach to explore the relationship between principal managerial competence, organizational culture, innovative behavior, and teacher performance.
Data were collected through several techniques, including:
- School activity observations
- Interviews with school stakeholders
- Documentation of educational activities
The collected data were analyzed through stages of data reduction, data presentation, and conclusion drawing to identify patterns in school leadership practices and teacher performance.
Key Findings
The study identified several important findings related to school leadership and teacher performance:
- Principal managerial competence serves as the foundation for school development planning.
- School planning is aligned with the vision, mission, goals, and institutional needs.
- Principals involve teachers and other school members in the planning and development process.
- Educational supervision includes evaluation of:
- lesson planning
syllabus preparation
student learning progress
teacher performance
teacher attendance
The study also notes that one of the main challenges for school leaders is keeping up with technological developments and innovations in educational management.
Implications for Education
The findings emphasize that effective school leadership can create a professional work environment that motivates teachers to improve their performance and adopt innovative teaching practices.
According to Lilik Nur Kholidah of Universitas Sultan Ageng Tirtayasa, strong managerial competence enables principals to guide school development strategies and foster a positive organizational culture that supports teacher innovation and performance improvement.
These insights are valuable for education policymakers, school leadership training institutions, and educational organizations, particularly in designing programs that strengthen principal leadership capacity as part of broader educational quality improvement efforts.
Author Profiles
- Lilik Nur Kholidah -Universitas Sultan Ageng Tirtayasa
- Sudadio - Universitas Sultan Ageng Tirtayasa
- Cucu Atikah - Universitas Sultan Ageng Tirtayasa
Research Source
Kholidah, Lilik Nur., Sudadio., & Atikah, Cucu. 2026. “Principal Managerial, Organisational Culture and Innovative Behaviour in Relation to Teacher Performance in Junior Secondary Schools.” Journal of Educational Analytics (JEDA), Vol. 5 No. 1, pp. 173–184.
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