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Educational achievement at the senior high school level relies heavily upon student engagement, where the instructor serves as a pivotal variable in the pedagogical process. The phenomenon of diminished academic interest represents a significant hurdle, necessitating a profound understanding of how educators contribute to igniting active participation. This inquiry aims to examine and map the teacher's function in fostering a passion for learning among adolescents, while simultaneously uncovering the instructional tactics employed to spark such enthusiasm. The investigation adopts a literature review method with a qualitative descriptive-analytical lens, evaluating ten research articles published between 2020 and 2025 centered on teaching roles and student motivation. Findings demonstrate that the teacher’s influence in elevating student interest is holistic and multidimensional. This encompasses social competence through empathetic interaction, professional teaching performance in instructional design and evaluation, and personal integrity as an inspirational figure. Furthermore, the mastery of pedagogical and technological elements proves essential in cultivating a conducive, distinctive, and meaningful classroom environment for every learner. 

This study aims to determine the extent to which professional competence and personality competence influence teacher performance at SMAN 1 Sangatta Selatan. This research is categorized as field research using a quantitative approach. Data were collected through questionnaires to obtain responses from participants, observations to directly monitor activities, and documentation techniques to gather supporting data. The population in this study consisted of 33 teachers at SMAN 1 Sangatta Selatan. The sample was determined using the Slovin formula, resulting in 33 respondents, all of whom were teachers from the same school. To analyze the data, multiple linear regression analysis was employed. The results showed that professional competence significantly influences teacher performance. The influence of professional competence (X1) on teacher performance (Y) was 7.2%, while the influence of personality competence (X2) on teacher performance (Y) reached 4.5%. The coefficient of determination (R²) value was 0.807, indicating that 80.7% of teacher performance at SMAN 1 Sangatta Selatan is jointly influenced by professional competence (X1) and personality competence (X2), while the remaining 19.3% is influenced by other variables not examined in this study. Based on the analysis, personality competence was found to have a more significant simultaneous effect on teacher.    

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.

This study aims to determine the influence of pedagogical and professional competencies on improving the quality of education at SMA Negeri 1 Payaraman. The research employed a quantitative approach with a correlational design. Data were collected through questionnaires distributed to teachers and analyzed using statistical methods to test the relationship between the variables. The findings indicate that both pedagogical and professional competencies have a significant and positive influence on the quality of education. Pedagogical competence, which encompasses the ability to design, implement, and evaluate learning processes, contributes to more effective teaching strategies. Meanwhile, professional competence, including mastery of subject matter and continuous professional development, supports academic excellence and student achievement. The results suggest that enhancing teachers' competencies in these areas is essential for improving educational quality. Therefore, educational stakeholders are encouraged to invest in continuous training and development programs for teachers.

This study investigates the influence of the implementation of the Independent Curriculum (Kurikulum Merdeka) and classroom management on student learning outcomes in public elementary schools across the Indralaya District, Ogan Ilir Regency. Employing a quantitative research method with a correlational approach, data were collected through questionnaires distributed to teachers and through documentation of student performance. The findings reveal that both the application of the Independent Curriculum and effective classroom management significantly contribute to improving student learning outcomes. The study emphasizes the importance of teacher competence in managing classrooms and delivering the curriculum in a way that promotes student engagement and academic achievement. These results highlight the need for continuous professional development and support in implementing educational reforms at the elementary level.

This study investigates the dual impact of teacher competence on student academic performance and the development of leadership qualities in Senior High Schools and Vocational High Schools in Kabupaten Serang, Banten Province. Using a qualitative research approach, data were collected through interviews, focus groups, and classroom observations involving teachers and students. The findings reveal that teacher competence encompasses not only mastery of subject matter and pedagogical skills but also emotional intelligence and leadership modeling. Competent teachers create supportive and participatory learning environments that enhance both academic achievement and leadership development among students. The research highlights that effective teachers are those who not only deliver content but also engage students in meaningful ways, fostering a sense of belonging and motivation. This engagement is crucial, as it encourages students to take ownership of their learning and develop critical thinking skills. Furthermore, the study identifies that teachers who model leadership behaviors—such as ethical decision-making, effective communication, and collaboration—significantly influence students' perceptions of leadership and their willingness to adopt similar traits. However, challenges such as limited access to professional development and resource constraints affect the full realization of teacher competence. Many teachers express a desire for ongoing training and support to enhance their skills, yet systemic barriers often hinder their professional growth. The study underscores the need for comprehensive teacher development programs and policy support to improve educational outcomes holistically. These insights are valuable for educators, policymakers, and school administrators aiming to foster academic excellence and leadership skills in students. By prioritizing teacher competence and providing the necessary resources, schools can create an environment that not only promotes academic success but also prepares students to become effective leaders in their communities. 

This study aims to investigate the influence of discipline on teacher motivation in public elementary schools in Makassar. The research employs descriptive and confirmatory approaches. The descriptive approach seeks to explain the data presented in tables, figures, and graphs, while the confirmatory approach is used to confirm the influence of exogenous variables (discipline, competence, and leadership) on the intervening variable (motivation) and the endogenous variable (performance). The research was conducted in 58 public elementary schools across three districts: Tallo, Ujung Tanah, and Wajo, with the study period estimated to last three months, from April to July 2024. The data types include primary data obtained through observations, questionnaires, and interviews with respondents, as well as secondary data from documents, reports, books, the internet, and related journals. From 300 respondents, the results indicate that the overall perception of motivation is positive, with an average score of 3.68. The indicators of attendance and active involvement received the highest score (3.75), followed by enthusiasm in teaching (3.77), while the indicators of energy in teaching (3.59) and the drive for student progress (3.64) received lower scores. These findings suggest that, although the majority of respondents agree that motivation is an important factor in performance, 18.48% of respondents do not fully agree. The study also found a positive and significant relationship between teacher discipline and their performance, mediated by motivation. Discipline helps teachers manage tasks and time effectively, which in turn enhances both motivation and performance. In conclusion, to improve teaching quality, it is essential for schools to support teacher motivation and discipline through professional development programs and to create a conducive environment.

This article discusses strategies for optimizing sustainable development to increase the professionalism of madrasa teachers. Sustainable development is a systematic and ongoing effort aimed at improving teacher competence, performance and motivation in carrying out their duties. In the madrasa context, increasing teacher professionalism is not only important to improve the quality of education, but also to support the achievement of the goals of holistic Islamic education. Through descriptive qualitative research methods, this article identifies several key factors that influence madrasa teacher professionalism, including training and development, supervision, and school culture. The research results show that training programs that are sustainable and relevant to teachers' needs, support from madrasah leaders, and a conducive work environment, play a crucial role in increasing teacher professionalism. This article suggests implementing a sustainable development program integrated with regular evaluation to ensure its effectiveness. In this way, it is hoped that the professionalism of madrasa teachers can be increased significantly, which in turn will have a positive impact on the quality of education and the formation of students' character.

An important aspect in the organization is human resources, human resources have a dominant role in all organizational activities, because they are the actors and determinants of achieving organizational goals. In its development, organizations face various issues in workforce management that encourage the need for professional HR management. This research aims to determine the influence of motivation, competence and incentives on the performance of teachers at SMK Pawyatan Daha 1 Kediri City, because the results of observations indicate a decline in teacher performance caused by issues of motivation, competence and incentives. This quantitative research shows that the variables of motivation, competence and incentives have a partial and simultaneous influence on performance. The coefficient of determination obtained is 0.969, meaning that 96.9% of performance is influenced by motivation, competence and incentive variables, while the remaining is influenced by other variables not examined in this research.

This study aims to identify and analyze the influence of work discipline and professional competence on teacher performance at SDIT Atikah Musaddad. The population in this study were teachers with a survey approach and data analysis techniques using multiple linear regression. Based on the data that has fulfilled the validity test, reliability test, and classic assumption test it is processed to produce the regression equation as follows Y = 10.114 + 0.272X1 + 0.457X2 + e. The test results show that work discipline and professional competence simultaneously have a significant effect on teacher performance at SDIT Atikah Musaddad. Partially Work Discipline and Professional Competence have a significant effect on Teacher performance at SDIT Atikah Musaddad.

This research examines the impact of the school principal's leadership style on teacher performance and competence at MTs Azzainiyyah Nagrog, Sukabumi. A quantitative approach was employed, utilizing surveys to collect data from teachers at the school. The questionnaires focused on leadership styles implemented by the principal and teachers' perceptions of their performance and competence. The results demonstrate that the school principal's leadership style significantly influences teacher performance and competence. Leadership styles emphasizing teacher empowerment, effective communication, and support for professional development contribute to enhanced overall teacher performance and competence. Additionally, inspiring leadership and fostering a positive working climate further improve teacher performance and competence. The research emphasizes the crucial role of school principals in creating a conducive learning environment and motivating teachers to innovate and collaborate. Effective leadership goes beyond managerial aspects and extends to human resource development. The implications of the study are vital for school administrators, especially principals, to adopt more effective leadership strategies to enhance teacher performance and competence. Furthermore, this research enriches the academic knowledge in the field of education, specifically the relationship between school principal leadership styles and teacher performance and competence. Further studies could delve deeper into the factors affecting teacher performance and competence at MTs Azzainiyyah Nagrog. Exploring optimal school principal leadership development for better educational outcomes remains an area of interest for future investigation.

The progress of a nation is greatly influenced by the contribution to education. Education is expected to be able to make a truly intelligent society, so it will gives the nuances of intelligent life and will progressively shape independence. Such a nation community is a big investment to struggle out of the crisis in the face of a globalized world. In facing today's global world, the task of educators as professional teachers is not only to carry out learning in the classroom, but besides educating, nurturing and guiding the most important thing is to shape the personality of students who have the ability to prepare and develop themselves as critical and creative human resources. . most important is to educate and As educators, teachers convey knowledge and skills to students using certain methods so that knowledge or skills can belong to these students, therefore professional educators are educators who are always trying to improve their performance, by increasing their competence as educators. The embodiment of the competence of these educators is the responsibility of education, especially to prepare students to become intelligent and creative subjects in order to achieve maximum learning achievement. One indicator of the achievement of learning objectives can be identified by looking at the level of learning achievement obtained by students. Purwanto stated that learning achievement is a change in student behavior as a result of learning. The change in behavior was caused because he achieved the use of a number of materials provided in the teaching and learning process. This achievement is based on predetermined teaching objectives. The results can be in the form of cognitive, affective, and psychomotor changes.  

This study aims and is useful to examine and analyze the impact of professional competence, work discipline, and transformational leadership on teacher performance, and whether professional competence and work discipline on teacher performance can be moderated by transformational leadership. The purpose of this research is to explain, as well as expand from previous research, namely about how the influence of professional competence and work discipline on teacher performance with transformational leadership as moderating. The sample in this study was obtained using a simple random sampling technique in the form of a questionnaire. The object of this research is all PNS Teachers of State Junior High Schools in Pekalongan City. This research shows the product that: (1). Professional competence has a positive and significant effect on teacher performance, (2). Work Discipline has a positive and significant effect on teacher performance, (3). Transformational leadership has a negative and significant effect on teacher performance, (4) Transformational leadership cannot moderate the effect between professional competence on teacher performance, (5). Transformational leadership cannot moderate work discipline on teacher performance.

Professional competency means broad and in-depth mastery of learning material which includes mastery of curriculum subject matter. There are several factors that influence teacher performance, one of which is teachers who need guidance to become professional teachers. the aim of this research is; (1) To determine the significant influence of professional competence on teacher performance at MI Tawakkal Denpasar Bali; (2) determine the contribution of professional competence to the performance of MI Tawakkal Denpasar Bali teachers. This research is quantitative research in determining samples using a saturation formula with results of 38 samples. The data collection technique used in this research is using a questionnaire and analysis techniques using Simple Linear Regression. The research results show that: 1) there is a positive and significant influence of professional competence on the performance of MI Tawakkal Denpasar Bali teachers. This is shown by the professional competency variable which has a positive regression coefficient on performance of 34,599, which means that if professional competency increases by 1 point, performance will increase by 34,599. 2) the professional competency variable (X) has a simultaneous contribution of 18.1% to the teacher performance variable (Y) and the remaining 81.9% is influenced by other factors not researched by the author.