<![CDATA[Teacher performance is central to educational quality, yet organizational strategies for improving it are often examined without considering the psychological mechanism through which teachers respond to employment conditions. This study analyzes the effects of compensation and work discipline on the performance of junior high school teachers in Bekasi Regency, Indonesia, with job satisfaction as a mediating variable. A quantitative explanatory survey was conducted from June to September 2025. Data were collected from 195 public and private junior high school teachers through a 39-item, five-point Likert questionnaire. The model was assessed using partial least squares structural equation modeling with SmartPLS 4. The measurement model met convergent validity, discriminant validity, and reliability requirements. Work discipline positively affected teacher performance (β = 0.305, p < 0.001) and job satisfaction (β = 0.282, p < 0.001). Compensation positively affected teacher performance (β = 0.206, p = 0.001) and job satisfaction (β = 0.442, p < 0.001), while job satisfaction positively affected teacher performance (β = 0.322, p < 0.001). Job satisfaction partially mediated both relationships. The findings indicate that sustainable performance improvement requires balanced policies combining fair compensation, consistent discipline, and supportive conditions that strengthen teacher satisfaction.]]>
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