<![CDATA[Teacher professional competence is an important factor in realizing quality learning. However, there are still teachers who have not been able to optimize their competence in developing innovative, adaptive learning that is in accordance with the demands of educational development. This condition indicates a need to examine the factors that contribute to improving teacher professional competence, particularly organizational commitment and achievement motivation. This study aims to analyze, evaluate, and interpret the effect of organizational commitment on teacher professional competence through achievement motivation as a mediating variable. This study uses a quantitative approach with an explanatory research design. The subjects of the study were public elementary school teachers selected through a proportional sampling technique. Data collection was carried out using a questionnaire method with a questionnaire instrument compiled based on the indicators of each research variable. The data obtained were analyzed using path analysis and mediation tests to examine direct and indirect relationships between variables. The results of the study indicate that organizational commitment has a positive effect on teacher professional competence and can increase achievement motivation. Achievement motivation also has a positive effect on teacher professional competence and acts as a mediator in this relationship. Thus, improving teacher professional competence can be realized through strengthening organizational commitment and achievement motivation. The implications of this research emphasize the importance of developing a supportive work environment, a positive organizational culture, and human resource management strategies that can encourage teacher motivation and professionalism in a sustainable manner.]]>
