<![CDATA[Abstract This study was motivated by the variations in teachers’ well-being and school culture at Islamic boarding schools in Canduang Subdistrict, which are related to teacher performance. This study aims to analyze the contribution of teacher well-being and school culture to the performance of teachers at Islamic boarding schools. The novelty of this study lies in the simultaneous examination of these two variables within the context of Islamic boarding school education, which is characterized by distinct religious values and institutional culture. The study employed a quantitative approach using quota sampling on 106 teachers from three Islamic boarding schools. Data were collected via a Likert-scale questionnaire and analyzed using normality and linearity tests, Pearson’s correlation, and the F-test with the aid of SPSS 22. The results indicate that teacher well-being was not found to contribute significantly at the 5% level to teacher performance (Sig. = 0.055; r = 0.187; R² = 0.035). Conversely, school culture contributes significantly to teacher performance (Sig. = 0.003; r = 0.283; R² = 0.080), although the strength of the relationship is low. Simultaneously, teacher well-being and school culture have a significant relationship with teacher performance (F = 5.330; Sig. = 0.006), with an R² of 0.094, or 9.4%, based on recalculations. Abstrak Penelitian ini dilatarbelakangi oleh adanya variasi kondisi kesejahteraan guru dan budaya sekolah pada pondok pesantren di Kecamatan Canduang yang berkaitan dengan kinerja guru. Penelitian ini bertujuan untuk menganalisis kontribusi kesejahteraan guru dan budaya sekolah terhadap kinerja guru pondok pesantren. Kebaruan penelitian ini terletak pada pengkajian kedua variabel tersebut secara bersamaan dalam konteks pendidikan pesantren yang memiliki karakteristik nilai religius dan budaya kelembagaan yang khas. Penelitian menggunakan pendekatan kuantitatif dengan teknik quota sampling terhadap 106 guru dari tiga pondok pesantren. Data dikumpulkan melalui angket skala Likert dan dianalisis menggunakan uji normalitas, linearitas, korelasi Pearson, dan uji F dengan bantuan SPSS 22. Hasil penelitian menunjukkan bahwa kesejahteraan guru belum terbukti berkontribusi signifikan pada taraf 5% terhadap kinerja guru (Sig. = 0,055; r = 0,187; R² = 0,035). Sebaliknya, budaya sekolah berkontribusi signifikan terhadap kinerja guru (Sig. = 0,003; r = 0,283; R² = 0,080), meskipun kekuatan hubungannya rendah. Secara simultan, kesejahteraan guru dan budaya sekolah memiliki hubungan yang signifikan dengan kinerja guru (F = 5,330; Sig. = 0,006), dengan R² sebesar 0,094 atau 9,4% berdasarkan perhitungan kembali.]]>
