<![CDATA[This study aims to analyze the effects of organizational culture, educational level, communication, work stress, and job satisfaction on teacher performance, both partially and simultaneously. This research employed a quantitative approach with an associative research design. The population consisted of 49 teachers, and the sampling technique used was total sampling, in which all members of the population were selected as respondents. Data were collected through observation and questionnaires and analyzed using multiple linear regression, coefficient of determination, t-test, and F-test. The results revealed that organizational culture had a positive and significant effect on teacher performance (β = 0.223; t = 8.015; p = 0.000), educational level had a positive and significant effect (β = 0.356; t = 7.428; p = 0.000), communication had a positive and significant effect (β = 0.108; t = 3.658; p = 0.001), work stress had a positive and significant effect (β = 0.194; t = 7.577; p = 0.000), and job satisfaction had a positive and significant effect (β = 0.278; t = 5.818; p = 0.000) on teacher performance. Furthermore, organizational culture, educational level, communication, work stress, and job satisfaction simultaneously had a significant effect on teacher performance, as indicated by an F-value of 46.319 and a significance value of 0.000. The coefficient of determination (R²) was 0.843, indicating that 84.3% of the variation in teacher performance could be explained by the five independent variables, while the remaining 15.7% was influenced by other factors outside the research model. These findings imply that improving teacher performance requires an integrated approach through strengthening organizational culture, enhancing educational qualifications, fostering effective communication, managing work stress, and increasing job satisfaction.]]>
