<![CDATA[ABSTRACT Teacher work motivation is a key factor in determining the quality of teaching and learning processes in schools. However, teacher motivation is influenced not only by internal factors but also by relational and organizational contexts. This study aims to examine the effect of principals’ interpersonal communication and organizational climate on teachers’ work motivation at State Islamic Junior High Schools (MTsN) in North Aceh Regency, both partially and simultaneously. This research employed a quantitative approach with a correlational design. The population consisted of all MTsN teachers in North Aceh Regency, with a sample of 157 teachers selected through purposive sampling at the school level and saturated sampling at the respondent level. Data were collected using questionnaires and analyzed using descriptive statistics, Pearson Product Moment correlation, and simple and multiple linear regression analyses. The results indicate that principals’ interpersonal communication has a significant and positive effect on teachers’ work motivation (r = 0.748; p < 0.05), as does organizational climate (r = 0.739; p < 0.05). Simultaneously, both variables show a very strong and significant relationship with teachers’ work motivation (r = 0.868; p < 0.05). These findings highlight that the synergy between effective leadership communication and a supportive organizational climate plays a crucial role in enhancing teachers’ work motivation. This study contributes theoretically to educational management literature and provides practical implications for non-material-based management strategies in madrasah institutions.]]>
