The Influence of Instructional Leadership, Pedagogical Competence, and Organisational Climate on Teachers’ Job Performance in Secondary Schools in Southeast Sabah

Abstract

Teachers’ job performance is a primary indicator of school effectiveness and the overall quality of an education system. This study examines the influence of principals’ instructional leadership, teachers’ pedagogical competence, and school organisational climate on the job performance of secondary school teachers in Southeast Sabah. A quantitative approach employing a survey research design was utilised, involving 509 secondary school teachers. Data were collected using a structured questionnaire and analysed through descriptive statistics and multiple regression analysis. The findings reveal that the integrated regression model is statistically significant (F = 100.183, p < .001) and explains 37.3% of the variance in teachers’ job performance. Pedagogical competence emerged as the most dominant predictor, followed by principals’ instructional leadership and school organisational climate. These results indicate that teachers’ job performance is shaped by an interaction of individual and organisational factors. The study highlights the importance of strengthening pedagogical competence, enhancing instructional leadership practices, and fostering a supportive organisational climate to improve overall school effectiveness.