Performance of elementary school teachers is essential to improve the quality of graduates carried out through the learning process in school. This study aims at exploring the relationship between emotional intelligence, organizational culture and supervision of principals with teacher performance both individually and simultaneously. This research was conducted on public elementary school teachers in Jambi, Indonesia. The study sample was 282 teacher respondents taken from 948 elementary school teacher populations. This study uses correlation techniques to assess the strength of the relationship between the variables studied. Scientific Identification Theory of Operation Research in Education Management (SITOREM) is employed to determine the hierarchy of necessity.

The main conclusion of this study is that there is a significant positive relationship between emotional intelligence and teacher performance (ry1= 0.618), between organizational culture and teacher performance (ry2= 0.609), between supervision of principals with teacher performance (ry3= 0701), between emotional intelligence, organizational culture and supervision of school principals with teacher performance (ry123= 0.731). Data collection in the qualitative stage through observation, interviews, document studies, and focus group discussions showed results that supported the conclusion of the quantitative research phase. SITOREM reveals that teacher's knowledge development should be prioritized