Abstract
Performance learning, the process of acquiring knowledge and skills through active participation and practical application, is a pivotal aspect of modern education. This qualitative study delves into the intricacies of performance learning within educational settings, focusing on the roles played by school heads, teacher proficiency, and parental support. Through thematic analysis of interview data, several key findings emerge. Teachers perceive school heads as actively implementing a range of academic and non-academic initiatives geared towards enhancing performance learning, including fostering creativity, ensuring alignment with educational standards, and recognizing high-performing students. Similarly, parents acknowledge the efforts of school heads in providing essential resources, transparent communication channels, and supportive programs. Meanwhile, school heads themselves prioritize both academic and non-academic activities, alongside initiatives aimed at supporting student participation, enriching learning experiences, and fostering strong parent-teacher partnerships. Furthermore, while school heads rate teacher proficiency as average, parents view teachers as proficient and dedicated. Additionally, parents demonstrate active involvement in their children's education through various means such as volunteering, financial support, and nurturing home environments. School heads and teachers alike recognize the crucial role parents play in providing practical, emotional, and financial assistance to students, thus contributing to their overall academic success. Overall, this study underscores the importance of collaborative efforts between school heads, teachers, and parents in fostering a conducive environment for performance learning, thereby equipping students with essential skills for both academic and lifelong success.
