Pengaruh Kepemimpinan Kepala Sekolah, Kompetensi Guru, Proses Pembelajaran, dan Fasilitas Sekolah terhadap Mutu SMP Negeri di Kecamatan Rote Timur

This study, titled “The Influence of Principal Leadership, Teacher Competence, Learning Process, and School Facilities on the Quality of Public Junior High Schools in East Rote District”, was written by Imelda A. Suek (Student ID 811231007 MM) under the supervision of Dr. Agapitus H. Kaluge,M.Pd. and Dr. Madar Aleksius, M.Pd. The objectives of this study were: (1) to examine the conditions of principal leadership, teacher competence, learning process, school facilities, and school quality in public junior high schools in East Rote District; (2) to analyze the partial influence of the four independent variables on school quality; and (3) to analyze their simultaneous influence. The research sample consisted of 69 teachers using a saturated sampling technique. Data were collected through questionnaires and analyzed using descriptive statistics and multiple linear regression (t-test, F-test, R² test, and classical assumption tests). The descriptive results show that all variables fall within the good to very good categories: principal leadership scored 83.02 (good), teacher competence 84.26 (very good), learning process 81.64 (good), school facilities 82.49 (good),and school quality 83.15 (good). Partially, all independent variables significantly influence school quality, as indicated by t-values greater than the t-table value (2.003) and significance values below 0.05. Simultaneously, principal leadership,teacher competence, learning process, and school facilities also have a significant effect on school quality, contributing 51.2%, while the remaining 48.8% is influenced by other factors not examined in this study. Efforts to improve school quality in public junior high schools in East Rote District should be carried out through concrete actions, including strengthening principals’ communication skills with stakeholders, ensuring the alignment of teachers’ educational qualifications with the subjects they teach, enhancing schools’ ability to adapt quickly to curriculum changes to maintain instructional relevance, providing technology-based learning facilities especially stable Wi-Fi and internet access and reducing dropout rates while improving national examination results through structured learning support, remediation, and academic guidance.