Abstract
This study explores the determinants of situational leadership, achievement motivation, and teacher innovation on the professional commitment of junior high school teachers in Parung Sub-District, Bogor Regency. Professional commitment reflects teachers’ dedication, loyalty, and responsibility toward their profession, which are essential for improving educational quality and sustaining effective learning processes. Situational leadership, particularly as practiced by school principals, plays a significant role in shaping teachers’ attitudes and performance by adjusting leadership styles according to teachers’ readiness, competence, and needs. Achievement motivation is another important factor that encourages teachers to strive for excellence, set higher performance standards, and continuously develop their professional skills. Teachers with strong achievement motivation tend to demonstrate greater persistence, creativity, and responsibility in carrying out their duties. Furthermore, teacher innovation, manifested in the ability to design creative learning methods, integrate educational technology, and apply new pedagogical approaches, strengthens teachers’ engagement and adaptability in facing educational challenges. Through a quantitative research approach, this study analyses the direct and simultaneous effects of these variables on teachers’ professional commitment. The findings are expected to provide valuable insights for enhancing leadership practices and fostering teacher professionalism in junior high schools across Parung.