<![CDATA[This study examines the influence of motivation, work climate, and principal leadership on teacher performance at Escola Técnica Dom Bosco Fatumaca Baucau (ETP-Fatumaca), Timor-Leste. The population comprised 70 teachers, and a saturated sampling technique (total sampling) was applied, yielding 50 usable questionnaires. A quantitative approach was used, with data analyzed through multiple linear regression using SPSS version 16. Prior to hypothesis testing, the research instrument was confirmed valid and reliable, and the classical assumption tests (normality, multicollinearity, and heteroscedasticity) were satisfied. The results show that motivation, work climate, and principal leadership each have a positive and significant partial effect on teacher performance, and that the three variables simultaneously have a significant effect on teacher performance. The Adjusted R Square of 0.834 indicates that 83.4% of the variance in teacher performance is explained by motivation, work climate, and principal leadership, while the remaining 16.6% is explained by other variables outside this study. Principal leadership was found to be the most dominant predictor of teacher performance. These findings imply that strengthening motivation, cultivating a supportive work climate, and reinforcing effective principal leadership are strategic levers school management can use to improve teacher performance.]]>
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