This study analyzes the effects of academic supervision by school principals, teachers’ digital literacy, and work culture on the performance of junior high school teachers in Rayon I, Siak Regency. Employing a quantitative ex post facto design with an explanatory survey approach, the research sampled 128 of 187 teachers using proportional cluster random sampling. Data were collected via a closed‑ended Likert‑scale questionnaire that demonstrated satisfactory content validity (r > 0.361) and reliability (α = 0.887–0.973). Classical assumption tests confirmed normality, absence of multicollinearity, and homoscedasticity. Findings underscore the need to cultivate a collaborative work culture and enhance digital literacy as primary drivers of teacher performance, and to reform supervision toward a participatory, development‑oriented model. The study recommends integrated training programs linking organizational culture strengthening, technological competence development, and clinical supervision practices to sustainably improve teacher quality. Further research should incorporate variables such as facilities, motivation, and leadership to broaden the predictive model of teacher performance.
Irdaleni et al. (Thu,) studied this question.
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