<![CDATA[Amid rising public demands for educational quality and global disruptions, elementary school institutional governance faces complex challenges in maintaining effectiveness. This study examines the empirical effects of performance accountability, network governance, and horizontal collaboration on elementary school effectiveness. Using a quantitative explanatory design, data were collected through digital questionnaires from 100 educators and education personnel (N = 100) across three elementary schools in the DKI Jakarta region. The data were analyzed using multiple linear regression. The results show that both performance accountability (t = 3.554, p = 0.001) and network governance (t = 4.459, p = 0.000) have positive, significant partial effects on school effectiveness, with network governance emerging as the strongest predictor of institutional success. Conversely, horizontal collaboration shows no significant partial effect (t = 1.542, p = 0.126), indicating that isolated collaborative efforts among teachers tend to become decoupled from core technical outcomes when executed without strategic integration. Nevertheless, the simultaneous test proves that the three independent dimensions collectively exert a substantial influence on elementary school effectiveness, explaining 82.6% of its variance (F = 151.692, p = 0.000). These findings reinforce Open Systems Theory and Resource Dependence Theory, demonstrating that school effectiveness relies heavily on the mutual alignment between internal quality controls and adaptive external resource-sharing networks. Practically, educational leaders must move beyond fragmented interventions and prioritize network leadership capacities to turn routine teacher collaborations into functional, data-driven engines for continuous institutional improvement.]]>
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