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Teachers, as the main actors in the education process in schools, need to pay attention to the quality of services they provide to students as their primary customers. In achieving the expected quality of service, the principal's leadership plays an important role as the driver and determinant of school policy direction. This study aims to analyze and explore the extent of the influence of instructional leadership on improving the quality of service of Vocational School teachers. This research uses a quantitative approach with a survey method, product-moment correlation, and simple linear regression analysis techniques. The data in the study were obtained through a questionnaire with a research sample of 112 teachers selected randomly through a simple random sampling technique. The results showed that instructional leadership has a positive and significant effect on the quality of teacher services, with a percentage of the influence being 42.9%, which means a moderate correlation. This provides information that if instructional leadership by school principals increases, the quality of teacher services in schools will also increase. This study implies that principals need to allocate particular time to motivate and facilitate teachers to improve the quality of their services, dialogue with teachers, build effective communication, conduct adequate supervision, and monitor the progress of student learning outcomes optimally through teachers.

Teachers are one of the most important human resources in education. Frequent curriculum changes, teachers' lack of understanding in running a digital-based education system, and the many administrative tasks that must be fulfilled make teachers rarely engage and contribute to the latest education system. This is due to the complexity of the teacher's role and the demands of a busy job. This study uses a quantitative approach with survey method and Structural Equation Modeling (SEM). The research data were obtained by questionnaire. The survey involved 148 teachers as samples. The sampling technique used simple random sampling. The results showed that (1) There is a direct effect of collaborative leadership on teacher work engagement with an Original Sample (O) value of 0.512 and P Values 0.000. (2) There is a direct effect of organizational based self esteem on teacher work engagement with an Original Sample (O) value of 0.206 and P Values 0.032. (3) There is a direct effect of collaborative leadership on organizational based self esteem with an Original Sample (O) value of 0.68 and P Values 0.000. (4) There is an indirect effect of collaborative leadership on teacher work engagement through organizational based self esteem with an Original Sample (O) value of 0.14 and P Values 0.038. The results of this study reinforce the urgency of the role of collaborative leadership and the importance of organizational based self esteem in improving teacher work engagement. The implications of this study highlight the importance of supporting teachers in facing changes and challenges and emphasize the need for leadership that motivates and builds teacher confidence.