This study aims to investigate the predictive role of instructional leadership, organizational trust, and teacher self-efficacy on student achievement among teachers in primary and secondary schools in Artvin, Türkiye. Employing a survey methodology, the research targeted teachers from secondary and high schools in Artvin, Türkiye. Data were collected from 100 teachers selected through random sampling, with 34 completed forms subsequently analyzed. The analysis utilized the Support Vector Machine (SVM) method, a machine learning technique, to evaluate the data. Recursive Feature Elimination (RFE) was employed to identify and rank the factors contributing to student achievement. The findings indicate that the variables influencing student success, in order of importance, are: school type, age, trust in the principal, gender, tenure at school, experience, teacher self-efficacy, and instructional leadership. These results highlight the critical role of both organizational and demographic factors in educational outcomes, providing valuable insights for policy makers and educational leaders aiming to enhance student achievement through targeted interventions and support.