The Influence of the Active Role of the School Committee, Principal Performance and Teacher Motivation on the Quality of Elementary Schools in the Jati Regional Coordination Office of Kudus Regency

Abstract

This study aims to evaluate the influence of the active role of the school committee, principal performance, and teacher motivation on the quality of elementary schools in the Jati Regional Coordination Office of Kudus Regency. A quantitative research design was employed, utilizing a purposive sampling technique to select 100 teacher respondents from both public and private elementary schools across the research area. Data were collected using validated, structured questionnaires containing 30 items per variable (measured on a five-point Likert scale) and were systematically analyzed using descriptive statistics, simple correlation, and multiple regression analyses. The findings indicate overwhelmingly positive outcomes across all evaluated variables. A substantial majority of the respondents categorized the active role of the school committee (88%), principal performance (83%), and teacher motivation (85%) as "Very Good." The data confirms a highly active community participation level, highly effective administrative and instructional leadership from principals, and a strong sense of professional discipline and drive among the teaching staff. These empirical results demonstrate that a synergistic relationship among proactive school committees, competent principals, and motivated teachers is the essential driving force for elevating the overall quality of education at the elementary school level. The impact of this study provides critical insights for educational stakeholders, highlighting that sustained community collaboration and leadership empowerment are vital for fostering dynamic, high-quality learning environments and improving long-term educational outcomes.