Abstract:
Teacher performance is defined as a job accomplishment or a person's results based on the quality and quantity
acquired in carrying out the obligations assigned to them. Teacher competency, lesson design, learning activities, and learning
evaluation are all aspects that affect teacher effectiveness and help students achieve their educational goals. Therefore, the purpose
of this study is to investigate at the direct and indirect effects of transformational leadership, quality culture, and work satisfaction
on teacher performance. This study is a descriptive correlational study that includes path analysis. A total of 221 participants were
included in the study. Data was collected using instruments that tested for validity and reliability, including principals'
transformational leadership (26 items), quality culture (23 items), and work satisfaction (22 items), while teacher performance was
measured using teacher performance assessment. This research instrument tested the level of validity and reliability using the
product moment person correlation test. The research data were analyzed using path analysis to see the direct and indirect effects
between variables, by first doing normality, linearity, and homogeneity tests. The results showed that there were direct and
indirect effects between the principal's transformational leadership, quality culture, and job satisfaction on teacher performance.
The data analysis of this research used path analysis. The results showed that there was an influence of the principals'
transformational leadership and quality culture through job satisfaction on teacher performance, either directly or indirectly.
