<![CDATA[ABSTRACT Principal management plays a strategic role in maintaining the stability of teacher performance in Early Childhood Education (PAUD) institutions. This study aims to analyze principal management in maintaining the stability of teacher performance at Labschool PAUD FKIP ULM. The study used a qualitative approach with descriptive methods to obtain an in-depth overview of the principal's strategy in managing and maintaining the quality of teacher work. The research subjects consisted of principals, teachers, and related parties at Labschool PAUD FKIP ULM. Data collection was carried out through observation, interviews, and documentation, while data analysis used the Miles and Huberman model which includes data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that the stability of teacher performance is influenced by the principal's ability to implement educational management functions effectively through work program planning, task organization, academic supervision, work motivation, teacher professional development, and periodic evaluations. The principal also builds good open communication and creates a conducive work environment so that teachers are able to maintain the quality of learning consistently. Academic supervision and teacher competency development are the main strategies in improving professionalism and creativity of learning in the classroom. Furthermore, the principal's appreciation and emotional support contribute to increased teacher morale and loyalty to the school. Thus, effective principal management can maintain stable teacher performance and support improvements in the quality of education at Labschool PAUD FKIP ULM. Keywords: Principal Management, Teacher Performance, Job Stability.]]>
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