<![CDATA[Objective: This study examined the direct effects of academic supervision, instructional leadership, and work motivation on teacher performance and the indirect effects of academic supervision and instructional leadership through work motivation. Methods: A quantitative explanatory design with path analysis was employed. The population comprised 625 public elementary school teachers in Kinali District, West Pasaman Regency, Indonesia, from whom 163 participants were selected using stratified proportional random sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using descriptive statistics, assumption testing, and path analysis. Results: Academic supervision (β = 0.786) and instructional leadership (β = 0.888) positively affected teacher performance. Work motivation also demonstrated a positive contribution (β = 0.883), while academic supervision (β = 0.174) and instructional leadership (β = 0.181) showed positive pathways to work motivation. Conclusion: Teacher performance can be strengthened through integrated academic supervision, effective instructional leadership, and sustained work motivation, highlighting the importance of combining managerial and motivational strategies in school-based teacher development]]>
Copyrights © 2026
