Learning quality is one indicator of successfull educational implementation. However, the 2024 Education Report indicates that the learning quality and instructional leadership of principals in public senior high schools in Blora Regency has not yet reached optimal levels. Therefore, improving learning quality requires serious attention. Efforts to improve learning quality are inseparable from principal leadership and teacher performance, which are also influenced by other factors, including academic supervision and work motivation. This study employed a quantitative approach with a hypothesis study design. The population consisted of all teachers of public senior high schools in Blora Regency, and the sample was selected using proportional random sampling. Data were collected through questionnaires that had met validity and reliability requirements. Data analysis was conducted using path analysis and Moderated Regression Analysis (MRA). The research results show that principal leadership and academic supervision have a positive and significant influence on learning quality and teacher performance. Teacher performance is the dominant factor in improving learning quality (72.1%), but it is not proven to mediate the influence of principal leadership and academic supervision on learning quality. Similarly, work motivation neither strengthens nor weakens the influence of teacher performance on learning quality. Based on the research results, it can be concluded that improving learning quality requires effective principal leadership, systemic academic supervision, and teacher performance improvement. Schools are advised to continue improving the quality of principal leadership, strengthening structured and continuous academic supervision practices, and providing more optimal support to teachers through training, learning facilities, and professional mentoring so that teachers have the opportunity to improve their competencies and support better learning quality.
Winarni et al. (Wed,) studied this question.