<![CDATA[Teacher performance is an important factor in determining the quality of the learning process and the achievement of educational goals. Improving teacher performance is determined not only by individual capabilities but also by human resource management practices in schools and teachers’ work discipline. This study aims to analyze the effects of Human Resource Management (HRM) practices and work discipline on teacher performance in public elementary schools throughout Laguboti Subdistrict, Toba Regency, both partially and simultaneously. A quantitative approach with an associative research design was employed. The sample consisted of 139 teachers from 17 public elementary schools selected using a saturated sampling technique. Data were collected through questionnaires, observations, interviews, and documentation. The data were analyzed using descriptive statistics, instrument testing, classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination with the assistance of IBM SPSS Statistics. The results indicate that HRM practices have a positive and significant effect on teacher performance, with a t-value of 7.275 and a significance level of <0.001. Work discipline also has a positive and significant effect on teacher performance, with a t-value of 4.704 and a significance level of <0.001. Simultaneously, HRM practices and work discipline have a positive and significant effect on teacher performance, with an F-value of 49.186 and a significance level of <0.001. The coefficient of determination (R²) of 0.420 indicates that HRM practices and work discipline jointly explain 42.0% of the variance in teacher performance, while the remaining 58.0% is attributable to other factors outside the research model. These findings indicate that strengthening effective HRM practices and improving work discipline are important aspects of supporting better teacher performance in public elementary schools.]]>
