<![CDATA[General Background Secondary education quality heavily relies on instructional execution and professional duties performed by teachers within academic environments. Specific Background In secondary schools such as SMP Muhammadiyah 1 Pamekasan, educational management involves aligning instructional execution with adaptive administrative frameworks. Knowledge Gap However, the empirical relationship between structured academic supervision, non-material motivators, and institutional administrative challenges under evolving curriculum policy changes remains insufficiently synthesized. Aims This qualitative descriptive investigation analyzes principal leadership practices in fostering teacher performance. Results Findings reveal that communicative mentoring, structured supervision, and non-material recognition significantly strengthen lesson planning, classroom execution, and academic discipline, although administrative workloads create operational constraints. Novelty The inquiry highlights a holistic leadership framework integrating dialogic supervisory feedback with adaptive policy support in a private Islamic secondary school setting. Implications These insight offers strategic guidance for school leadership to balance administrative burdens with sustainable teacher professional development. Key Findings Highlights Humanistic guidance and continuous mentoring strengthen instructional preparation and classroom discipline among secondary school educators. Dialogic academic supervision transforms formal administrative oversight into constructive professional growth and reflective practice. High administrative workloads present a primary constraint to developing creative instructional innovations. Keywords: Principal Leadership, Teacher Performance, Academic Supervision, Educational Policy, Secondary Education]]>
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