Teacher performance is the result of work shown in carrying out the main tasks at school, including planning, implementing, evaluating learning, as well as the responsibility of educating and guiding students. This study aims to describe teacher performance, principals' expectations, and efforts to improve teacher performance in SDN Banyuke Hulu sub-district, Landak district. This research used a qualitative method with a case study approach conducted in four primary schools: SDN 06 Semade, SDN 16 Betung, SDN 05 Gamang, and SDN 01 Kampet. Data were collected through interviews with 4 principals and 24 teachers, observations, and documentation, and analyzed using the Miles, Huberman, and Saldana interactive model. The results showed that teachers' performance in the schools was classified as good in planning, mastering materials, methods, strategies, and evaluating learning. Teachers show obedience, honesty, responsibility, cooperation skills, and satisfactory work performance. Principals expect teachers' performance to improve by encouraging participation in making teaching aids, procuring facilities and infrastructure, discussion, motivation, and creating a collaborative working environment between teachers and parents. This study recommends that school principals have clear expectations of teacher performance and that the education office adjust policies to school conditions to support improvements in the quality of teacher performance.