<![CDATA[Teacher performance in elementary schools is a key factor in determining the quality of learning processes and outcomes. However, in practice, variations in teacher performance are still found, influenced by differences in ability, motivation, and work environment conditions. One approach considered relevant to addressing this problem is the application of contingency leadership theory, which emphasizes adapting leadership style to the situation at hand. This study aims to analyze the application of contingency leadership theory in improving teacher performance in elementary schools. The methodology used is a literature review by examining various scientific sources in the form of journals, books, and relevant publications published in recent years. The analysis was conducted by collecting, categorizing, and synthesizing research findings related to contingency leadership and teacher performance. The results of the study indicate that the application of contingency leadership by school principals can improve teacher performance by adjusting leadership style based on the level of teacher readiness, competence, and motivation. In addition, strategies such as effective communication, adaptive supervision, and providing motivation and training as needed have been shown to contribute positively to improving the quality of learning. Thus, contingency leadership is an effective and flexible approach to improving teacher performance in elementary schools.]]>
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