<![CDATA[Positioned within management science on coordination and resource deployment in public service delivery, this study examines learning effectiveness in frontier border-region schools facing geographic isolation and chronic resource constraints. The study contributes by theorizing and testing an integrated coordination–capacity model that links communication management, the Indonesian National Armed Forces (TNI) educational support as institutional capacity, educational infrastructure, and student motivation as joint determinants of learning effectiveness in border education. Survey data were collected from junior and senior high school students in the Tanimbar Islands, Maluku, and analyzed using PLS-SEM. Results show positive effects of communication management, TNI support, and infrastructure on learning effectiveness, while student motivation both strengthens learning outcomes directly and amplifies these managerial and institutional effects. The findings imply that equity-oriented border education policy should prioritize cross-actor coordination and sustained motivational supports alongside basic infrastructure investment.]]>
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