<![CDATA[Preliminary observations revealed variations in teacher performance, particularly in teachers’ ability to plan lessons, implement student-centered learning processes, and evaluate and follow up on student learning outcomes. Academic supervision findings also indicated that not all teachers consistently applied innovative instructional strategies or engaged in continuous reflection on their teaching practices. This study aimed to analyze the contribution of instructional leadership, school management, the role of the school committee, and work commitment to teacher performance, both partially and simultaneously. The study was conducted among elementary school teachers using a quantitative research approach. Data were collected through Likert-scale questionnaires and analyzed using statistical techniques, including descriptive analysis, prerequisite tests, and simple and multiple regression analyses. The results showed that instructional leadership, school management, the role of the school committee, and work commitment each made a significant contribution to teacher performance, both individually and collectively. The findings suggest that improving teacher performance can be achieved through strengthening principals’ instructional leadership, implementing effective school management practices, optimizing the role of school committees, and fostering teachers’ work commitment on a continuous basis. These results provide important implications for educational stakeholders seeking to enhance the quality of teaching and learning in elementary schools.]]>
