AMURANG – Effective principal leadership plays a crucial role in improving
teacher performance at SMA Negeri 1 Amurang, South Minahasa Regency, North
Sulawesi. This finding was reported by Fitria Kadir and a team of researchers
from the Faculty of Economics and Business, Manado State University, in a study
published in May 2026 in the Journal of Educational Analytics (JEDA). The
research highlights how school leadership can directly influence educational
quality by fostering teacher development, motivation, and a positive working
environment.
As education systems continue to adapt to the demands of the Independent
Curriculum and rapid technological change, schools face increasing pressure to
improve teaching quality. Teachers are expected to deliver student-centered
learning, integrate technology into classrooms, and continuously enhance their
professional competencies. In this context, the role of the principal extends
beyond administrative responsibilities and becomes a key factor in driving
school improvement.
The research was conducted at SMA Negeri 1 Amurang between January and March
2026. Using interviews, observations, and document analysis, the researchers
examined how the principal’s leadership was implemented, the factors supporting
and hindering teacher performance, and its overall contribution to educational
effectiveness.
The study found that the principal adopts an integrative leadership approach
rather than relying on a single leadership style. This approach combines
transformational, instructional, and democratic leadership practices to address
different aspects of school management and teacher development.
Key findings of the study include:
- · The principal applies a combination of transformational, instructional, and democratic leadership styles.
- · Continuous academic supervision serves as a major factor in improving teacher performance.
- · Motivation and appreciation from the principal strengthen teacher commitment and work enthusiasm.
- · Open and effective communication creates a collaborative and supportive work environment.
- · A positive school climate contributes to stronger teamwork and professional responsibility.
- · Teacher performance is generally categorized as good, particularly in lesson planning and instructional delivery.
- · Challenges remain in the use of educational technology and innovative teaching methods.
One of the most significant findings is the role of academic supervision.
The study shows that supervision functions not only as an evaluation mechanism
but also as a professional development strategy that helps teachers improve
instructional quality. Teachers who receive consistent guidance and feedback
demonstrate stronger performance in carrying out their professional duties.
The research also highlights the importance of motivation and recognition.
Teachers reported feeling more valued and supported when principals actively
acknowledged their contributions. This positive reinforcement increased
responsibility, commitment, and enthusiasm for teaching.
According to Fitria Kadir and her colleagues from Manado State University,
effective communication is another essential component of successful
educational leadership. Open communication between principals, teachers, and
school staff reduces conflict, strengthens collaboration, and supports the
successful implementation of school programs.
Despite the positive results, the study identified areas requiring further
improvement. Many teachers still face challenges in integrating digital
technology into learning activities and developing innovative instructional
strategies. The researchers emphasize the need for ongoing professional
development programs to strengthen teachers’ digital competencies and
adaptability to modern educational demands.
The findings have important implications for educational management across
Indonesia. School leaders can use integrative leadership strategies to foster
professional growth among teachers while creating a supportive and productive
school culture. At the same time, schools and policymakers should continue
investing in teacher training, particularly in educational technology and
innovative learning practices.
More broadly, the study demonstrates that improving educational quality
depends not only on curriculum reforms or infrastructure development but also
on leadership that empowers teachers, encourages collaboration, and promotes
continuous professional improvement.
Author Profiles
- Fitria
Kadir - Universitas
Negeri Manado
- Johny
Taroreh - Negeri
Manado
- Florence Moroki - Universitas
Negeri Manado
- Jerry
R.H. Wuisang - Universitas
Negeri Manado
- Allen
Ch. Manongko - Universitas
Negeri Manado
Research Source
Kadir, F., Taroreh, J., Moroki, F., Wuisang, J.R.H., & Manongko, A.C.
(2026). Analysis of Principal Leadership in Improving Teacher Performance
at State Senior High School 1 Amurang. Journal of Educational Analytics
(JEDA), Vol. 5 No. 2, May 2026, pp. 281–288.
DOI: https://doi.org/10.55927/jeda.v5i2.15
Journal Website: https://journaljeda.my.id/index.php/jeda
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