<![CDATA[Teacher performance is essential to educational quality, yet differences in professional performance indicate that formal qualifications and financial incentives may not fully explain teachers’ effectiveness. Work motivation and school culture are important individual and organisational factors, but their relative and shared contributions to teacher performance require further examination. This study aimed to analyse the individual and joint relationships of work motivation and school culture with teacher performance. A quantitative approach with a cross-sectional correlational survey design was employed, involving 88 teachers selected through proportionate allocation and simple random sampling. Data were collected using questionnaires and analysed through simple and multiple linear regression. The findings revealed that work motivation was positively associated with teacher performance, explaining 35.05% of its variance, while school culture explained 28.30%. Jointly, the two predictors explained 37.95% of the variance, with a multiple correlation coefficient of .616. Work motivation was the stronger predictor in the joint model, while approximately two-thirds of the explained variance was shared between the predictors. These findings suggest that teacher motivation and school culture should be addressed through integrated management strategies. School leaders should strengthen professional motivation, collaborative practices, and supportive working environments to improve teacher performance.]]>
