<![CDATA[Learning quality is a fundamental aspect of educational improvement influenced by teachers’ personal, psychological, and organizational conditions. This study aimed to examine the effects of work-life balance, teacher well-being, and school culture on learning quality, with teacher motivation as a mediating variable. A quantitative approach with an ex post facto design was employed. The sample comprised 121 junior high school teachers in Kedungwuni District, Pekalongan Regency, selected through proportional simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed using inferential statistical analysis and mediation testing. The results revealed that work-life balance, teacher well-being, and school culture simultaneously had significant effects on learning quality and teacher motivation. School culture demonstrated the strongest contribution to learning quality. Furthermore, teacher motivation significantly mediated the effects of work-life balance, teacher well-being, and school culture on learning quality. These findings highlight the importance of an integrated approach to improving learning quality by promoting teachers’ work-life balance and well-being, fostering a supportive school culture, and strengthening teachers’ professional motivation.]]>
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