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Due to its focus on the psychological components of leadership, motivation, communication, and human resource development in educational institutions, management psychology is becoming an increasingly significant perspective in educational management. The use of management psychology in the classroom is considered crucial for improving organizational performance and teacher motivation. The purpose of this study was to investigate how management psychology can enhance teacher work motivation and its impact on school efficacy. This study reviewed previous research on the use of management psychology in education using a qualitative approach and literature review methodology. Using keywords related to management psychology in education, teacher motivation, educational leadership, and educational organizational performance, systematic search of scientific publications published in the Google Scholar database between 2022 and 2026 was used to collect data. Identification, screening, eligibility evaluation, and final selection of relevant publications were all steps in the literature selection process. Thematic coding techniques were used to examine six selected publications to determine the main findings, methodology, and research emphasis of each study. The findings suggest that the use of management psychology in educational management techniques, such as effective communication, teacher empowerment, supportive leadership, and the establishment of equitable reward systems, can significantly enhance teacher motivation and foster a positive work environment. In addition, these approaches increase the effectiveness of educational institutions, improve teacher performance, and foster collaboration within the school environment. To promote teacher professional development and raise the overall standards of educational institutions, it is crucial for educational administrations to incorporate a psychological perspective.

The quality of educational human resources (HR) is a key factor in determining the quality and success of educational implementation in schools. However, many schools still face problems of low performance, motivation, and professionalism among teachers and educational staff due to leadership that is not responsive to the diversity of conditions and human resource needs. This study aims to examine situational leadership as a strategy employed by school principals to improve the quality of educational human resources. The study adopts a literature review approach with qualitative content analysis of books, scholarly journal articles, and relevant previous research. The findings indicate that situational leadership enables school principals to adjust leadership styles directing, coaching, supporting, and delegating according to the levels of readiness, competence, and motivation of teachers and educational staff. Adaptive and participative leadership contributes positively to improved performance, work commitment, professionalism, and the creation of a conducive organizational climate and school culture. Therefore, situational leadership can be used as a strategic approach in planning, implementing, and evaluating sustainable educational quality improvement programs.

This study aims to explore the relationship between work motivation and discipline on the performance achievement of Catholic Religious Education (PAK) teachers in the Semarang region. The research uses a quantitative survey approach, collecting data from 15 PAK teachers through a validated questionnaire. The instruments used to measure work motivation are based on Maslow’s hierarchy of needs for the motivational aspect, while discipline is measured using indicators developed by Rivai, and performance achievement is evaluated based on parameters defined by Robbins. The findings show that motivational drive contributes 50.5% to performance achievement (R² = 0.505, p = 0.003). This indicates that work motivation has a significant impact on performance, although its contribution is lower compared to discipline. In contrast, discipline contributes more significantly to performance achievement, accounting for 66.2% (R² = 0.662, p = 0.000). This suggests that discipline is a more dominant factor in improving the performance of Catholic Religious Education teachers, as discipline is critical in achieving optimal performance. Simultaneous analysis reveals that the combination of motivation and discipline explains 72.6% of the variation in performance achievement (R² = 0.726, F = 13.893, p = 0.000). This result indicates that both variables are significantly related to performance achievement when considered together. However, partial tests show that only discipline has a significant independent impact on teacher performance, with p = 0.121, while motivation does not have a significant effect when considered separately. This study concludes that discipline functions as the main mediator in the relationship between work motivation and performance achievement. Therefore, it is essential to strengthen discipline in efforts to improve teacher performance, particularly in the context of Catholic Religious Education.

This study is a qualitative research employing a case study approach to explore the leadership management of a madrasah principal in improving teacher performance. The data analysis technique used consists of four main steps: data collection, data reduction, data presentation, and drawing conclusions. To ensure the validity and reliability of the findings, source triangulation was applied. The research findings reveal that the madrasah principal plays a multifunctional role encompassing that of a manager, supervisor, and motivator, all of which are central to the effective management of the institution. The principal’s leadership is characterized by a strong orientation toward the achievement of the institutional vision, optimal resource management, and the establishment of a conducive and productive learning environment. Several strategic efforts have been implemented to enhance teacher performance, including the enforcement of work discipline, organizing continuous professional development through teacher training, offering rewards and incentives for achievements, cultivating positive attitudes and mental resilience among staff, and providing financial support to facilitate teaching activities. These strategies reflect a proactive and visionary leadership model that emphasizes communication, motivation, and collaboration. The effectiveness of this leadership approach is evidenced by the significant improvement in teacher performance, contributing to the overall enhancement of educational quality within the madrasah. This study concludes that leadership which is visionary, communicative, and supportive is essential in fostering an environment that promotes teacher development and institutional progress. The results of this research provide valuable insights for education stakeholders, particularly in Islamic educational institutions, on how strategic leadership practices can drive meaningful change and improve educational outcomes. This study also highlights the importance of ongoing support, recognition, and empowerment of teachers as key elements in building a high-performing and motivated teaching workforce.

 The instructional leadership of school principals is a strategic factor in improving the quality of education, particularly in shaping teacher performance and professionalism. In the context of modern educational challenges, school principals do not only act as administrative managers but also as educational leaders capable of guiding, mentoring, and developing teachers' capacities. This study aims to identify the influence of instructional leadership on teachers' performance and professionalism, as well as to uncover the dominant leadership strategies used in schools. The research questions addressed are: (1) How does instructional leadership influence teacher performance and professionalism? and (2) What are the dominant instructional leadership strategies in improving education quality? The study method uses a systematic literature review (SLR) approach by searching articles through Google Scholar and Publish or Perish (PoP) using the keyword ‘guided inquiry search.’ Out of a total of 50 articles, five main articles were analysed in depth. The findings indicate that instructional leadership significantly influences teachers' work motivation, self-efficacy, and professional development. The most dominant strategies include academic supervision, strengthening the school's vision, and fostering a collaborative work environment. This study underscores the urgency of strengthening the instructional role of school principals and recommends further studies based on meta-analysis and a cross-national contextual approach.

This study examines the factors that influence teacher satisfaction with performance and work environment, essential for the quality of education. Through literature study, it was found that teacher satisfaction directly impacts performance (quality, quantity, punctuality of teaching). The work environment, both physical (school facilities) and non-physical (relationships between colleagues, management support, school climate), is a major determinant of satisfaction. Although teachers face challenges, a positive environment has been shown to increase satisfaction. It is concluded that satisfaction, performance, and work environment are mutually reinforcing. Strategic investment in these elements is essential to create a better education ecosystem.

This study aims to analyze the role of the head of the Madrasah's academic supervision in improving the performance of teachers at MTs Darurrahman Rimbo Bujang, Tebo Regency. The research method used is qualitative with a descriptive approach, where data is collected through in-depth interviews, observations, and document analysis. Interviews are conducted with the head of the Madrasah, teachers, and other educational staff to gain a comprehensive understanding of the academic planning and supervision processes implemented. Direct observations of teaching and learning activities, along with document analysis of the work plans, are carried out to delve into the implementation of planned programs. The findings indicate that the head of the Madrasah's academic planning is crucial for enhancing teacher performance. The head of the Madrasah develops a structured plan involving all relevant stakeholders, setting clear goals, and planning periodic training programs. The implementation of academic supervision is conducted through a collaborative approach, where the head of the Madrasah and the supervision team provide constructive feedback to teachers following direct classroom observations. The follow-up of the supervision is also a critical aspect, with a report on supervision results being prepared and regular meetings held to evaluate teachers' progress. With this follow-up, it is expected that teachers receive the necessary support for ongoing development, creating a culture of reflection and continuous improvement in the learning process.

Educational supervision is a training process that aims to improve the quality of learning and teacher performance. Implementation of supervision requires certain techniques that are tailored to the needs, conditions, and characteristics of the school. There are three main categories in supervision techniques, namely individual techniques, group techniques, and a combination of both. Individual techniques include classroom observation, personal conversations, and class visits, which aim to provide direct guidance to teachers. This technique is effective in identifying specific problems faced by teachers and providing solutions directly. Supervision groups include workshops, discussion groups, and joint training, which aim to improve teacher competence through collaboration and sharing experiences. This technique encourages innovation in teaching and creates a culture of learning among educators. In addition, a combination of individual and group techniques, such as mutual observation or project-based training, can provide more comprehensive results. The application of supervision techniques must be carried out in a planned and sustainable manner with the principles of involvement, openness, and training. Effective supervision also requires technological support to facilitate data collection and evaluation, such as using learning videos or analytical software.

The role of school principals holds crucial significance in enhancing educational quality of education, especially through strengthening and empowering the professionalism of educators. This article discusses the diverse aspects of principal leadership and its effect on teacher performance within the school setting. The principal not only functions as an administrative manager, but also acts as an educator, innovator, as well as a motivator who can guide teachers in realizing educational goals. In their capacity as leaders, school principals have the responsibility to create a positive work culture, provide professional support, and formulate policies and strategies to improve teacher competence. Various efforts to develop teacher professionalism, such as training, certification programs, and advanced studies, are key for improving the quality of teaching in schools. The article also identifies the role of school principals in managing changes and challenges in the world of education, as well as the importance of support from various parties to create an environment that supports teacher development. The results of the study indicate that effective leadership of school principals is able to improve teacher performance, which is further a determinant factor in the success of the education system as a whole.

This research is research using deductive and inductive methods and a quantitative approach. This method starts with a theoretical framework, expert views, or researchers' descriptions based on their experience, and then turns into cases and recommended solutions to obtain justification or evaluation in the form of empirical data in the field. This research uses a multiple linear regression analysis method using a computer program, namely the statistical package for the social science (SPSS) software version 22. Research results (1) Principal Leadership Development: It is necessary to carry out a leadership development program for school principals so that they can develop effective leadership skills. School principals need to be able to inspire and motivate their teachers to improve the quality of their teaching and performance. (2) The government and educational institutions need to pay special attention to maintaining and improving learning support facilities in schools. Facilities such as learning facilities, laboratories, libraries, technology and other infrastructure must be improved so that teachers can provide more effective teaching. (3) Teachers also need to be empowered through training and professional development programs. Teachers need to be given opportunities to develop their teaching skills and adopt innovative and effective teaching methods. Leadership is a process that influences structured group activities to achieve common goals," because a leader has the authority to focus the performance of his members so that they can achieve the goals they want to achieve.

This study aims to analyze the impact of salary and recognition on the performance of teachers at Madrasah Aliyah Salafiyah Al-Rahmah Mojorejo, Pungging District, Mojokerto Regency. The background of this research is based on the importance of the role of teachers in the education system and the fact that teacher performance often does not meet the expected standards. This study uses a quantitative approach to test three hypotheses: (1) the impact of salary on teacher performance, (2) the impact of recognition on teacher performance, and (3) the combined impact of salary and recognition on teacher performance. Data were collected through interviews with the madrasah head and other relevant research instruments.The research findings show that: (1) The salary variable has a significant impact on teacher performance (t-statistic 2.917 > t-table 1.761; significance 0.010). (2) The recognition variable has a significant impact on teacher performance (t-statistic 3.820 > t-table 1.761; significance 0.002). (3) Together, the salary and recognition variables have a positive and significant impact on teacher performance, with a coefficient of determination of 58.2%.These findings emphasize the importance of salary and recognition factors in improving teacher performance in the madrasah environment. The results of this study can serve as a basis for policymakers to improve the quality of education through improved teacher performance.    

Job analysis is one approach that can be used to improve teacher performance. Improving teacher performance is currently one of the main focuses in achieving optimal quality of education. Teachers are a key component in the learning process, and the quality of their performance has a significant impact on student learning outcomes. The aim of this research is to explain job analysis in improving teacher performance in schools by using literature review studies as a method of collecting data, analyzing, reading and taking notes as well as processing research materials. Data collection techniques involve collecting information from written or printed sources, such as books, journals, articles, reports and other documents by assessing procedures from the results of similar research that has been carried out by other people. The results of this research conclude that in job analysis, teachers must be placed in positions that are in accordance with their qualifications and skills. This allows teachers to use their abilities effectively and improve their performance. In addition, job analysis also helps in identifying the training and development needs of teachers, so that they can improve the quality of education provided.