<![CDATA[Improving the quality of education in the modern era demands pedagogical readiness as well as optimal teacher stress management amidst high workloads. This study aims to analyze the structural relationship between Transformative Leadership (Trans), Teacher Well-Being (Wellb), and Learning Quality (Qual). Using a quantitative method with Structural Equation Modeling (SEM) testing, data were collected from 253 elementary school teachers in Kudus Regency who were randomly selected through a simple random sampling technique based on the Slovin formula with a 5% error tolerance. The results of the structural model testing indicate a model fit with the empirical data. Hypothesis testing revealed that Teacher Well-Being is the most dominant determinant with a strong positive influence on Learning Quality (coefficient 0.81), while Transformative Leadership does not have a direct influence (-0.00) but functions as an indirect supporting factor with a weak positive correlation (0.09) with teacher well-being. The novelty of this study lies in placing the internal psychological aspects of teachers as the main mediator and "engine" driving learning quality, not merely a managerial byproduct. The research recommendations urge policymakers to shift their focus from merely principal managerial training to investing in teacher mental health and well-being to create sustainable, adaptive quality education.]]>
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