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This study aims to analyze the role of school principal leadership in improving teacher performance at One Roof Middle Schools (SATAP) in Gowa Regency. Using a qualitative appr oach and phenomenological method, this research explores how school principals fulfil their primary functions as educators, managers, administrators, supervisors, leaders, innovators, and motivators within a resource-limited school environment. Data were obtained through in-depth interviews, observations, and document studies involving principals, teachers, administrative staff, supervisors, and parents as key informants. The findings indicate that school principal leadership in SATAP plays a significant role in creating a supportive work culture, motivating teachers, and enhancing their performance under constrained conditions. Effective leadership by school principals helps teachers navigate operational and pedagogical challenges, ultimately leading to improved learning quality in remote areas. The implications of this research provide insights for developing more appropriate educational policies for schools in rural areas.