MADRASAH PRINCIPAL LEADERSHIP AND TEACHER WELL-BEING IN STRENGTHENING TEACHER PERFORMANCE: AN EDUCATIONAL HUMAN RESOURCE MANAGEMENT PERSPECTIVE
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This study examines the associations of madrasah principal leadership and teacher well-being with teacher performance from an educational human resource management (HRM) perspective. A cross-sectional associative quantitative design was employed across MAN 1, MAN 2, and MAN 3 in Payakumbuh City. The population comprised 187 teachers, from whom 128 were selected using proportional random sampling. Likert-type measures captured principal leadership, teacher well-being, and teacher performance, and the data were analyzed using descriptive statistics and multiple linear regression. Principal leadership did not show a statistically significant unique association with performance after teacher well-being was considered (B=0.036; β=0.054; t=0.539; p=0.591). Teacher well-being, however, was positively and significantly associated with performance (B=0.239; β=0.249; t=2.465; p=0.015). The overall model was significant (F(2,125)=5.369; p=0.006), with R²=0.079 and adjusted R²=0.064, indicating limited explanatory power. Within this associative design, the findings support prioritizing teacher well-being resources while continuing to evaluate how leadership practices translate into concrete support for teachers. No causal effects are inferred.
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