<![CDATA[This study aims to analyze the integration of organizational culture, principal leadership, and work discipline in improving the performance of public elementary school teachers in Cibinong District. Teacher performance in this study is understood as the results of teacher work that includes task performance, citizenship behavior, and control of counterproductive behavior. The study used a quantitative approach with a survey method. The study population was all elementary school teachers in Cibinong District, with a sample determined through a sampling technique tailored to the research needs. Data were collected using a questionnaire instrument and analyzed using descriptive statistical analysis techniques and multiple linear regression. The results of the study indicate that partially organizational culture, principal leadership, and work discipline do not have a significant effect on teacher performance. Simultaneously, the three independent variables also do not show a significant effect on teacher performance, with a low coefficient of determination value. This finding indicates that teacher performance is more influenced by other factors outside the research model, such as professional and pedagogical competence, intrinsic motivation, workload, welfare, support facilities and infrastructure, and the psychological climate of the school. Therefore, improving teacher performance requires a more holistic and sustainable approach by strengthening internal teacher factors as well as synergy between organizational culture, principal leadership, and work discipline in effective school governance.]]>
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