<![CDATA[Basic education confronts globalization and Industry 4.0 challenges demanding enhanced teacher professionalism, yet public elementary schools in Tunjung Teja District exhibit low teacher motivation, commitment, and satisfaction—evidenced by 30% tardiness, 87.5% lacking extra teaching initiative, and facility/benefit complaints. This study investigates transformational leadership (Bass & Avolio) effects on teacher performance (Permendiknas No. 16/2007) mediated by organizational commitment (Meyer & Allen) and job satisfaction (Herzberg). Employing a causal explanatory quantitative design via cross-sectional survey of 40 teachers (simple random sampling), self-reported Likert-scale questionnaires assessed all variables, showing strong validity (r=0.73-0.78) and reliability (α=0.83-0.86). Results revealed very high leadership (4.38), high commitment/satisfaction (4.07 each), and very high performance (4.12); significant regression (R²=0.68, F=18.45, p<0.001), strong leadership prediction (β=0.52, p<0.001), and mediation (Sobel p<0.05) supported all hypotheses. Transformational leadership effectively boosts performance via commitment and satisfaction; recommendations urge principal training and intrinsic satisfaction enhancements for education quality.]]>
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