<![CDATA[This study aimed to examine the relationships of innovative school leadership practices and teacher professional development with teacher-reported learning quality in public senior high schools in Padang City, Indonesia. A quantitative cross-sectional survey design was employed involving civil-servant (Aparatur Sipil Negara/ASN) teachers from 17 public senior high schools, with 273 respondents selected from a population of 855 teachers through proportionate stratified random sampling. Data were collected using validated five-point Likert-scale questionnaires, summarized using the Respondent Achievement Level (TCR), and analyzed through multiple linear regression. The results showed that learning quality (TCR = 90.90%), innovative school leadership practices (TCR = 91.59%), and teacher professional development (TCR = 89.28%) were all categorized as Very Good. Innovative school leadership practices (β = .343, t = 6.381, p < .001) and teacher professional development (β = .351, t = 6.537, p < .001) were significant positive predictors of teacher-reported learning quality. Collectively, both predictors explained 33.4% of the variance in learning quality (R² = .334, F = 67.562, p < .001), leaving 66.6% attributable to factors outside the model. These findings suggest that strengthening innovative leadership, particularly teacher involvement in decision-making, and sustained professional development, including classroom action research, may support perceived learning quality. However, because the study relied on cross-sectional, same-source self-reports, the findings should be interpreted as predictive rather than causal. Future research should employ longitudinal, multilevel, and multi-source designs to identify additional school- and teacher-level determinants.]]>
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