The influence of situational leadership, interpersonal communication, supervision, and work motivation on teacher performance

This study explores the impact of situational leadership, interpersonal communication, supervision, and work motivation on teacher performance in senior high schools in West Sumatra, Indonesia. The research employed a quantitative approach with path analysis to assess the direct and indirect effects of these variables on teacher performance. Findings reveal that interpersonal communication is the strongest predictor of teacher performance, accounting for 16.6% of variance, followed by situational leadership (4.32%), supervision (3.53%), and work motivation (1.79%). The results suggest that effective interpersonal communication, adaptive leadership, and consistent supervision significantly enhance teacher performance. These insights underscore the need for a comprehensive approach to leadership development and school management to improve teaching quality. This study contributes to the academic understanding of teacher performance determinants and offers practical recommendations for educational policy and practice.