<![CDATA[Quality learning is a key indicator of educational success at the secondary level. However, its achievement is often hindered by suboptimal workload management and low teacher motivation. This study aims to analyze the effect of teacher workload management and work motivation on learning quality at SMP Negeri 1 Bandar Sribhawono, East Lampung Regency. A quantitative approach with a survey method was used. The population comprised 48 teachers; a sample of 40 teachers was selected purposively. Data were collected using a Likert-scale questionnaire (1-4) validated through Pearson product-moment correlation and tested for reliability with Cronbach's Alpha. Multiple linear regression was applied after normality, linearity, and homogeneity tests. The results show: (1) teacher workload management has a positive and significant effect on learning quality (t-count = 2.164 > t-table = 2.021; Sig. = 0.003); (2) teacher work motivation also has a positive and significant effect (t-count = 2.837 > t-table = 2.021; Sig. = 0.004); (3) simultaneously, both variables significantly affect learning quality (F = significant; R² = 0.701, meaning 70.1% of the variation in learning quality is explained by workload management and work motivation). The regression equation is Y = 24.361 + 0.191X₁ + 0.282X₂. This study recommends integrated strategies: workload auditing, participatory task assignment, structured reward systems, and personalized professional development.]]>
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