The Influence of the Principal's Visionary Leadership and Self-Efficacy Regarding the Work Commitment of Public Junior High School Teachers in Siak Regency

This study aimed to examine the individual and combined relationships of principals' visionary leadership and teacher self-efficacy with work commitment among public junior high school teachers in Siak Regency, Indonesia. A quantitative correlational survey design was employed, involving 303 teachers selected through proportional stratified random sampling from a population of 1,431 teachers across 84 public junior high schools. Data were collected using validated and reliability-tested five-point Likert-scale questionnaires and analyzed through descriptive statistics, Pearson correlation, simple linear regression, and multiple linear regression using IBM SPSS Statistics 26. The results revealed significant positive relationships between visionary leadership and teacher work commitment (r = .623, R² = .389, p < .001) and between self-efficacy and work commitment (r = .599, R² = .359, p < .001). Collectively, both predictors demonstrated a significant association with teacher work commitment (R = .654, R² = .428, p < .001), explaining 42.8% of its observed variance. These findings suggest that organisational leadership and individual efficacy beliefs are complementary factors associated with teachers' professional commitment, consistent with educational leadership and social cognitive perspectives. Practically, the findings highlight the importance of participatory school leadership and sustained teacher professional development. However, the correlational design, self-reported measures, and geographically restricted sample limit causal interpretation and broader generalisability. Future research should employ longitudinal and multilevel approaches to investigate additional psychological and organisational mechanisms influencing teacher commitment.