<![CDATA[ABSTRACT Teacher work commitment is an important foundation for sustaining the quality of learning, particularly amid demands for curriculum change and professional development. This study aims to analyze the relationship between organizational culture and teacher performance and the work commitment of English teachers in public junior high schools across East Lombok Regency. Research examining these two factors as predictors of work commitment in this specific context remains limited; therefore, this study extends empirical evidence on the development of teacher work commitment. This study employed a quantitative explanatory approach with a survey design. The population consisted of 315 English teachers from 105 public junior high schools, with 157 respondents selected through proportionate random sampling. The instrument used a five-point Likert scale comprising 52 reflective indicators. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 and 5,000-resampling bootstrapping. The measurement model met the criteria for validity and reliability and showed no multicollinearity problems. Organizational culture was positively and significantly related to work commitment (β = 0.413; p < 0.001), as was teacher performance (β = 0.340; p < 0.001). Organizational culture was a relatively stronger predictor because it had a larger path coefficient. The model explained 39.9% of the variance in work commitment. These findings strengthen research on teacher work commitment by demonstrating the relevance of organizational and performance-related factors in the context of English teachers in public junior high schools in a regional setting. Strengthening school culture and professional practices should therefore be part of school management strategies. ABSTRAK Komitmen kerja guru merupakan fondasi penting bagi keberlanjutan kualitas pembelajaran, terutama di tengah tuntutan perubahan kurikulum dan profesionalisme. Penelitian ini bertujuan menganalisis hubungan budaya organisasi dan kinerja guru dengan komitmen kerja guru Bahasa Inggris pada SMP Negeri se-Kabupaten Lombok Timur. Penelitian yang menguji kedua faktor tersebut sebagai prediktor komitmen kerja pada konteks ini masih terbatas, sehingga penelitian ini memperluas bukti empiris mengenai pembentukan komitmen kerja guru. Penelitian menggunakan pendekatan kuantitatif explanatory dengan desain survei. Populasi berjumlah 315 guru Bahasa Inggris pada 105 SMP Negeri, dengan 157 responden yang dipilih melalui proportionate random sampling. Instrumen menggunakan skala Likert lima tingkat dengan 52 indikator reflektif. Data dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) dengan SmartPLS 4 dan bootstrapping 5.000 resampling. Model pengukuran memenuhi kriteria validitas dan reliabilitas serta tidak menunjukkan multikolinearitas. Budaya organisasi berhubungan positif dan signifikan dengan komitmen kerja (β = 0,413; p < 0,001), demikian pula kinerja guru (β = 0,340; p < 0,001). Budaya organisasi merupakan prediktor relatif lebih kuat karena koefisien jalurnya lebih besar. Model menjelaskan 39,9% variasi komitmen kerja. Temuan ini memperkuat kajian komitmen kerja guru dengan menunjukkan keterkaitan faktor organisasional dan kinerja dalam konteks guru Bahasa Inggris SMP Negeri di daerah. Penguatan budaya sekolah dan praktik profesional perlu menjadi bagian dari strategi pengelolaan sekolah.]]>
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