<![CDATA[The rapid advancement of digital technology has transformed educational management, requiring schools to integrate digital technologies while strengthening teachers' professional competence to improve school performance. This study aimed to examine the effects of social media, Artificial Intelligence (AI), and teachers' professional competence on the performance of public elementary schools in Jumo District, Temanggung Regency. A quantitative ex post facto design was employed involving 90 teachers selected through proportional random sampling from a population of 117 teachers across 14 public elementary schools. Data were collected using validated and reliable questionnaires and analyzed through descriptive statistics, assumption testing, multiple linear regression, t-tests, and F-tests. The findings indicate that social media has a positive and significant effect on school performance, suggesting that its use has contributed to improving communication, information dissemination, and educational service delivery. In contrast, Artificial Intelligence (AI) does not have a significant partial effect, indicating that its implementation has not yet been sufficiently integrated into instructional and managerial practices to enhance school performance. Teachers' professional competence demonstrates the strongest positive influence, highlighting the critical role of pedagogical expertise, subject-matter knowledge, technological proficiency, and continuous professional development in improving school quality. Simultaneously, social media, Artificial Intelligence, and teachers' professional competence significantly influence school performance. These findings suggest that improving school performance in the digital era requires strengthening teachers' professional competence, optimizing the strategic use of social media, and gradually enhancing AI literacy and implementation to support sustainable educational improvement.]]>
