Indicator-Based Mapping of Teacher Performance and School Organizational Conditions in Public Senior High Schools of Lintong Nihuta

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An in-depth study examining teacher performance and school organizational conditions—encompassing principal leadership, organizational communication, and the work environment—was conducted across three public senior high schools in Lintong Nihuta District. Led by Jatiman Hutabarat and Lia Yuliana from Yogyakarta State University, the research took place from February to July 2026. This study holds high urgency in providing a perception-based diagnosis to direct quality improvements and educational resource management accurately.

Teacher performance plays a strategic role as a bridge between educational policies and students' classroom learning experiences. However, evaluations based solely on total scores often obscure specific indicators that require attention at the operational school level. Therefore, comprehensive indicator-based mapping is essential to identify strengths and relative priority areas for development within the educational environment of Humbang Hasundutan Regency.

The study utilized a quantitative approach with a descriptive ex post facto survey design. Data collection was executed using a closed-ended questionnaire featuring 64 items, involving 75 active teachers out of a total population of 92 across SMA Negeri 1 Lintong Nihuta, SMA Negeri 2 Lintong Nihuta, and SMA Negeri 3 Lintong Nihuta. All constructs were analyzed separately to produce achievement percentages and identify relative strengths and lowest indicators.

Based on the data analysis, the primary findings of the mapping include:

• Teacher performance reached 94.21% in the very high category, with the preparation of assessments aligned with learning objectives serving as the primary strength at 96.33%.
• Teacher participation in professional development recorded the lowest relative percentage within the performance construct at 91.67%.
• Organizational communication registered at 91.27% in the very high category, supported by high levels of peer cooperation among teachers in facilitating duties at 94.33%.
• The work environment stood at 90.98% in the very high category, with school ground cleanliness acting as the highest indicator at 95.00%.
• Principal leadership reached 90.04% in the very high category, where principal discipline served as the main strength (94.00%) and attention to teachers' professional needs emerged as an area for improvement (87.67%).

These findings carry practical implications for the educational sector, prompting the integration of school improvement cycles through specific professional support, responsive vertical communication, and facility mapping based on actual usage. Jatiman Hutabarat and Lia Yuliana from Yogyakarta State University emphasized that a "very high" category is not a reason to halt development, but rather a foundation to allocate resources precisely. Schools are advised to strengthen professional learning communities and academic dialogue to sustain long-term educational quality.

Author Profile: Jatiman Hutabarat and Lia Yuliana are a team of researchers from Yogyakarta State University actively examining educational management, school leadership, and learning quality.

Research Source: Indicator-Based Mapping of Teacher Performance and School Organizational Conditions in Public Senior High Schools in Lintong Nihuta, International Journal of Education and Life Sciences (IJELS), Vol. 4, No. 8, August 2026, pages 1235-1254, DOI: https://doi.org/10.59890/ijels.v4i8.76.