<![CDATA[This study examines the direct effects of principal situational leadership, organizational climate, and self-efficacy on teacher performance in public elementary schools in Benda District, Tangerang City. It is motivated by suboptimal teacher performance despite participation in various competency development programs, indicating a gap between expected standards and field realities. This quantitative study used a cross-sectional survey design. The sample comprised 140 teachers, selected through proportionate stratified random sampling from a population of 215. Data were collected using validated, reliable Likert-scale questionnaires and analyzed through path analysis with SPSS. The results show that: (1) principal situational leadership has a positive, significant direct effect on teacher performance (ρ = 0.364); (2) organizational climate has a positive, significant direct effect on teacher performance (ρ = 0.356); (3) self-efficacy has a positive, significant direct effect on teacher performance (ρ = 0.252); (4) situational leadership has a positive, significant direct effect on self-efficacy (ρ = 0.403); (5) organizational climate has a positive, significant direct effect on self-efficacy (ρ = 0.489); and (6) situational leadership has a positive, significant direct effect on organizational climate (ρ = 0.726). These findings indicate that teacher performance is not an isolated outcome but emerges from the interaction of external leadership, a supportive work environment, and teachers' psychological self-belief.]]>
