Teacher performance is one of the determining factors in the success of education and the quality of learning in schools. Although many efforts have been made to improve the quality of teaching, various problems faced by teachers often hinder this achievement. These problems can come from internal factors such as motivation, job satisfaction, and professional skills, as well as external factors such as education policies, school facilities, and social support. This study aims to analyze the factors that influence teacher performance, identify problems often faced by teachers, and provide recommendations to improve the quality of their performance. This study uses a library research approach, by reviewing various relevant literature, both from books, articles, research reports, and related policy documents. The results of the study indicate that internal factors that influence teacher performance include motivation, level of job satisfaction, and the quality of professional skills possessed by teachers. Teachers who feel appreciated, have high motivation, and are satisfied with their work tend to have better performance. In addition, professional skills that are continuously updated through training and development are important factors in improving the quality of teaching. Meanwhile, external factors such as inflexible education policies, lack of adequate facilities, and low teacher welfare conditions also worsen teacher performance in the field. Policies that focus too much on exam results or high administrative burdens often make teachers unable to focus on developing the quality of learning.

This study aims to analyze the preparation patterns of school principals and education supervisors, and to identify issues faced in their professional development. Based on the literature analysis, it was found that the preparation of prospective school principals and supervisors requires a comprehensive approach, including formal education, professional training, and practical experience in school management. The selection process, which is often limited to administrative tests, needs to be improved with competency-based assessments to ensure that prospective school principals and supervisors have the skills that match the demands of their duties. Professional development that is carried out continuously and based on practical learning is very important to improve the quality of leadership in schools. However, the challenges faced, such as limited resources in remote areas, require adjustments to training programs that are appropriate to the local context. The quality of training programs must also include broader aspects of leadership, including interpersonal skills and change management. External factors, such as education policies and community support, also have a major influence on the success of principal and supervisor preparation programs. In addition, a clear and performance-based career system can increase the professional motivation of principals and supervisors, thereby encouraging a more productive and innovative work culture. This study concludes that to produce quality principals and supervisors, holistic policies and integration of various aspects are needed in their preparation and development process.

Supervision services are provided to schools for the purpose of improving curriculum, learning, and instruction. As a logical consequence of this activity, schools must always be ready to be supervised because the purpose of supervision is clear. Educational problems are easily resolved if schools and principals understand the role and function of supervision. The aim of this research is to find out how effective the principal's supervision is in increasing the professionalism of social science teachers at SMP Negeri 16 Seluma. This research uses qualitative methods, and the respondents consist of school principals, social studies teachers and students. Observation, documentation, and interviews are data collection methods. The results of this research are as follows: 1) The ability of the principal to supervise social studies teachers at SMP Negeri 16 Seluma Regency. The principal must form a supervision team to start the supervision program; working with teachers to improve their competence as teachers; using direct and indirect approaches; and implementing methods, including meetings between principals and teachers. The school principal's professionalism supervision activities to increase the professionalism of social science teachers at SMP Negeri 16 Seluma were quite effective, with an average score of 3.83 and the professionalism of social studies teachers with an average score of 3.31.