<![CDATA[Knowledge Management has become increasingly important for educational institutions seeking to improve knowledge utilization, organizational learning, and teacher performance. This study aims to examine the effect of Knowledge Management on Teacher Performance in madrasahs and investigate the mediating role of Organizational Learning. A quantitative explanatory research design was employed involving 78 teachers from madrasahs. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results indicate that Knowledge Management has a positive and significant effect on Organizational Learning (β = 0.292; p = 0.009). Knowledge Management also has a very strong and significant direct effect on Teacher Performance (β = 0.992; p < 0.001). The structural model explains approximately 91.1% of the variance in Teacher Performance (R² = 0.911). However, Organizational Learning does not significantly affect Teacher Performance (β = 0.011; p = 0.744), and its mediating effect is not supported, with an estimated indirect effect of approximately β = 0.003. These findings indicate that Knowledge Management contributes to teacher performance primarily through a direct pathway rather than through Organizational Learning as a mediating mechanism. The study contributes to Islamic educational management by emphasizing the importance of systematic knowledge acquisition, sharing, storage, and application as strategic mechanisms for strengthening teacher performance in madrasahs.]]>
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