This study aims to examine the influence of principals’ transformational leadership on teacher performance, both directly and indirectly through the mediating roles of work climate and teacher competence at public vocational high schools in Banjar Regency. Using a quantitative approach and path analysis, the study surveyed 183 teachers randomly selected from 339 vocational high school teachers. The results demonstrate that transformational leadership has a significant direct and indirect effect on teacher performance through work climate and competence. These findings highlight the importance of visionary leadership and supportive organizational conditions for optimizing teacher effectiveness.
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