<![CDATA[ABSTRACT Teacher performance develops within a work environment shaped by leadership direction, collective relationships, and teachers’ professional motivation. This study aims to analyze the effects of principal leadership, organizational culture, and work motivation on the performance of public elementary school teachers in Suela District, East Lombok Regency. The study involved 187 teachers from 30 public elementary schools, selected from a population of 350 teachers through proportional random sampling. Data were collected using a five-point Likert-scale closed-ended questionnaire and analyzed using multiple linear regression following instrument quality and model assumption testing. The analysis showed that principal leadership, organizational culture, and work motivation each had a positive and significant effect on teacher performance. The three variables also had a significant simultaneous effect, with the model explaining 46.2% of the variation in teacher performance after adjustment. Among the three predictors, organizational culture had the strongest relative contribution, with a standardized beta of 0.341. These findings affirm that teacher performance is associated not only with individual capacity but also with the organizational environment and work motivation developed within schools. Strengthening leadership, collaborative culture, and motivation in an integrated manner can provide a direction for school management to support sustainable improvements in teacher performance. ABSTRAK Kinerja guru berkembang dalam lingkungan kerja yang dibentuk oleh arah kepemimpinan, pola hubungan kolektif, dan dorongan profesional guru. Penelitian ini bertujuan menganalisis pengaruh kepemimpinan kepala sekolah, budaya organisasi, dan motivasi kerja terhadap kinerja guru SD Negeri di Kecamatan Suela, Kabupaten Lombok Timur. Penelitian melibatkan 187 guru dari 30 SD Negeri yang dipilih dari populasi 350 guru melalui proportional random sampling. Data dikumpulkan menggunakan kuesioner tertutup berskala Likert dan dianalisis dengan regresi linear berganda setelah pengujian kualitas instrumen dan asumsi model. Hasil analisis memperlihatkan bahwa kepemimpinan kepala sekolah, budaya organisasi, dan motivasi kerja masing-masing berpengaruh positif dan signifikan terhadap kinerja guru. Ketiga variabel tersebut juga secara simultan berpengaruh signifikan, dengan model mampu menjelaskan 46,2% variasi kinerja guru setelah penyesuaian. Di antara ketiga prediktor, budaya organisasi memiliki kontribusi relatif paling kuat dengan beta terstandar sebesar 0,341. Temuan ini menegaskan bahwa kinerja guru tidak hanya berkaitan dengan kapasitas individual, tetapi juga dengan lingkungan organisasi dan dorongan kerja yang berkembang di sekolah. Penguatan kepemimpinan, budaya kolaboratif, dan motivasi secara terpadu dapat menjadi arah pengelolaan sekolah untuk mendukung kinerja guru secara berkelanjutan.]]>
