This study aimed at determining the correlation between students' academic self-concept toward student learning achievement in English learning in grade XI of Social Class of SMA Jagadhita Amlapura. This study is ex-post-facto research with a correlational technique and survey method. The population sample of this study was 33 students in XI of Social Class at SMA Jagadhita Amlapura in the academic year 2021/2022. A Questionnaire of Academic Self-Concept and documentation of students' report cards were used to collect the data. Descriptive statistics, Pearson Product Moment correlation and determination test, were used to analyze the data. Based on the data analysis, it was found that there is no significant correlation between academic self-concept toward student learning achievement of XI Social Class in SMA Jagadhita Amlapura with correlation value (-0.283) and p-value (0.130) > 0.05. While based on the determination test, only 8% of academic self-concept explained the variance of learning achievement, and 92% was predicted by another variablvariablest not examined in this study. The results of this study are not following the theory and differ from previous studies, which mainly obtained results that there was a significant correlation between academic self-concept and learning achievement. This could be due to the small sample size cannot prove a significant relationship between the two variables of the study or other limitations in this study.

This study aims to determine the magnitude of the direct and indirect effect of Principal Leadership Style, Teacher Professionalism, Teacher Academic Self-Concept, Teacher Work Motivation, Teacher Work Spirit on the Quality of Learning Management of Hindu Religion and Character Education at the High School Level in Karangasem Regency. The population of this research is all teachers of Hinduism and good manners who teach at the high school level in Karangasem Regency, amounting to 46 people. This study used an ex-post facto design. The data obtained were analyzed by path analysis involving regression analysis and coefficient analysis on the regression path. The results showed that: (The principal's leadership style has a direct influence on the teacher's Academic Self-Concept by 33%, the principal's leadership style has a direct influence on the Teacher's Work Motivation by 18%, the principal's leadership style has a direct influence on the Teacher's Work Spirit by 15 ,4%, the principal's leadership style has an influence on the quality of learning management by the teacher by 3%, teacher professionalism has a direct influence on the teacher's academic self-concept by 31%, teacher professionalism has a direct influence on teacher work motivation by 64.0%.