Organizational Factors Supporting Teacher Performance: A Multisite Case Study of Public Junior High Schools in Indonesia

This study aimed to describe and analyze principal leadership practices, compensation management, and school climate in supporting teacher performance in public junior high schools in Karau Kuala District, South Barito Regency. The study employed a qualitative approach using a multisite case study design involving two public junior high schools. Eight participants were purposively selected, consisting of two principals and six teachers, with one principal and three teachers representing each school. Data were collected through semi-structured interviews, observations, and document analysis. Data analysis involved data condensation, data display, and conclusion drawing and verification. Data trustworthiness was established through source and methodological triangulation. The findings indicated that principal leadership supported teacher performance through clear work direction, academic supervision, professional mentoring, and the reinforcement of professional responsibilities in teaching and learning. Compensation contributed to teacher motivation and commitment, particularly through perceived fairness in rewards, recognition of professional contributions, and alignment with workload. A positive school climate, characterized by open communication, supportive working relationships, and collaboration among teachers, further facilitated the implementation of professional responsibilities. These three aspects were interconnected, with principal leadership playing a central role in coordinating organizational support for teachers. The study concluded that improving teacher performance requires an integrated approach that strengthens principal leadership, promotes fair compensation management, and fosters a supportive school climate