<![CDATA[Objective: This study aims to analyze the influence of educational qualifications, teacher competencies, and work motivation on the performance of kindergarten teachers in Mataram City, both partially and simultaneously. The study employs a quantitative approach using explanatory research. The study population consisted of 722 kindergarten teachers, with a sample of 88 teachers selected through proportional random sampling using the Slovin formula. Data collection was conducted using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis employed multiple linear regression using t-tests and F-tests. The results indicate that educational qualifications have a positive effect on teacher performance. Teacher competence has a partial negative and significant effect on performance (B = -0.179; Sig. = 0.020), while work motivation has a positive but insignificant effect (B = 0.099; Sig. = 0.201). Simultaneously, educational qualifications, teacher competence, and work motivation significantly influence kindergarten teachers’ performance (F = 3.546; Sig. = 0.033), although their contribution is relatively small (Adjusted R² = 0.051). These findings indicate that improvements in kindergarten teachers’ performance are influenced not only by competence and motivation but also by other factors such as working conditions, well-being, and teachers’ psychological workload. This study makes an empirical contribution to the development of research on human resource management in early childhood education, particularly regarding the phenomenon of the negative impact of competencies on teacher performance.]]>
