<![CDATA[Teacher performance in Islamic schools is shaped not only by institutional resources but also by the values through which teachers interpret their work. Prior studies have generally examined organizational support or Islamic work ethic separately, frequently in corporate settings, leaving limited evidence on their simultaneous direct and satisfaction-mediated effects among public Islamic-school teachers. This study examines the effects of organizational support and Islamic work ethic on teacher performance through job satisfaction. A quantitative associative design was applied to 119 teachers at public Islamic junior high schools in Serang City, Indonesia, using a total sampling technique. Data collected by questionnaire in May 2026 were analyzed using partial least squares structural equation modeling. Organizational support, Islamic work ethic, and job satisfaction positively affected teacher performance (β=0.302, 0.408, and 0.239; p<0.05). Organizational support and Islamic work ethic also increased job satisfaction (β=0.510 and 0.410; p<0.001). Job satisfaction partially mediated both the organizational support–performance (β=0.122; p=0.019) and Islamic work ethic–performance (β=0.098; p=0.035) relationships. The novelty lies in demonstrating a dual-source mechanism: organizational support primarily strengthens satisfaction, whereas Islamic work ethic provides the strongest direct performance stimulus, with satisfaction transmitting part of both effects in a public madrasah context.]]>
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