A Systematic Review on the Impact of Principal Leadership and Teacher Performance on Students’ Academic Achievement

Dinda Nuraini

Authors

Dinda Nuraini Universitas PGRI Palembang Author

Keywords:

Principal Leadership, Teacher Performance, Academic Achievement, Systematic Literature Review.

Abstract

This paper explores the relationship between school principals’ leadership and teacher performance in shaping students’ academic outcomes. It incorporates results from numerous research that look into how leadership behaviors, teacher competency, and instructional quality affect learner achievement using a qualitative method through a Systematic Literature Review (SLR). According to the analysis, good principals—those who are able to motivate, communicate effectively, and cultivate a collaborative school environment—have a significant impact on improving teachers' professional performance. In turn, teachers who exhibit high levels of proficiency in planning, carrying out, and assessing instruction have a big influence on raising students' academic performance. This work is unique because it synthesizes previous studies and emphasizes how teacher professionalism and leadership interact to create a fundamental basis for attaining educational success. The study’s practical contribution is to provide schools with a framework for strengthening leadership practices and advancing teacher development programs. Overall, the findings enrich the field of educational management and offer valuable insights for continuous school improvement.

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