This research examines the influence of agile leadership on teachers’ work motivation in senior high schools. The study is grounded in the increasing demands of educational transformation in the digital era, which require adaptive and responsive leadership to support teachers’ performance. A quantitative approach with a correlational design was employed, involving 150 teachers selected using quota sampling. Data were collected through Likert-scale questionnaires measuring agile leadership and work motivation. The analysis used simple linear regression. The results indicate that agile leadership has a positive and significant effect on teachers’ work motivation. These findings suggest that adaptive, flexible, and collaborative leadership can foster a supportive work environment and enhance teachers’ motivation. This research highlights the importance of implementing agile leadership in educational settings to strengthen teachers’ engagement and effectiveness in responding to ongoing changes.
This study aims to describe guidance and counseling supervision, professional development of guidance and counseling teachers, and the performance of guidance and counseling teachers, as well as to analyze the contribution of supervision and professional development to guidance and counseling teacher performance. The study used a quantitative approach with descriptive methods and multiple correlation analysis on 115 guidance and counseling teachers of junior high schools (SMP), senior high schools (SMAN), and vocational schools (SMKN) in Kota Padang Panjang, and Tanah Datar Regency who were selected through purposive sampling. The research instrument was a Likert scale. The research results show that guidance and counseling supervision and professional development have been proven to provide a positive and significant contribution to the performance of guidance and counseling teachers, which shows that the combination of good supervision and optimal professional development is able to improve the overall performance of guidance and counseling teachers.
This study aims to determine the influence of principal leadership on the performance of guidance and counseling teachers in secondary schools. A quantitative approach with a correlational design was employed, involving 37 guidance and counseling teachers as respondents. Data were collected using validated leadership and performance questionnaires and analyzed through descriptive statistics and simple linear regression. The findings show that the performance of guidance and counseling teachers falls within the good to very good category, while principal leadership is categorized as fair. The results indicate a significant positive effect of principal leadership on teacher performance. This finding confirms that better principal leadership leads to improved teacher performance in providing counseling services. These results highlight the critical role of effective principal leadership in improving the quality of school counseling services. Therefore, strengthening principals' managerial, supervisory, and motivational competencies is crucial to optimize teacher performance and support the achievement of school counseling goals.