<![CDATA[Teacher performance is central to the quality of early childhood education because kindergarten teachers are responsible not only for instruction but also for children’s character, emotional, social, and developmental support. This study examines the partial and simultaneous effects of school culture, work motivation, and teacher welfare on teacher performance at two kindergartens managed by Yayasan Pancaran Maitri in Batam. A quantitative survey design was employed with saturated sampling involving all 38 teachers. Data were collected through a five-point Likert-scale questionnaire and analyzed using IBM SPSS version 26. The analysis included descriptive statistics, validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination. School culture and work motivation were perceived as very good, with mean scores of 4.44 and 4.42, respectively; teacher welfare was rated good at 3.87, while teacher performance was very good at 4.24. Partially, school culture did not significantly affect teacher performance (t = 0.090; p = 0.929), and work motivation also had no significant effect (t = 1.583; p = 0.123). Teacher welfare had a positive and significant effect (t = 4.023; p < 0.001). Simultaneously, the three predictors significantly affected teacher performance (F = 11.822; p < 0.001), explaining 51.1% of its variance. The findings indicate that welfare is the most influential direct factor, while school culture and motivation remain important supporting conditions for integrated teacher-performance management.]]>
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