<![CDATA[This study examines the effects of training and career development on teacher performance, with competence as a mediating variable, at secondary schools in Tanah Jambo Aye and Baktiya, North Aceh Regency. A quantitative survey used a census approach to include all 110 teachers at SMA Negeri 2 Tanah Jambo Aye, SMA Negeri 3 Citra Bangsa, and SMA Negeri 1 Baktiya. Questionnaire data were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS. The analysis included measurement and structural model assessments and bootstrapping. Training significantly affected competence (β = 0.469; p = 0.006), as did career development (β = 0.512; p = 0.003). Competence did not significantly affect performance (β = 0.540; p = 0.068). The direct effects of training (p = 0.335) and career development (p = 0.678) on performance were also nonsignificant. Neither indirect effect through competence was statistically significant, with p-values of 0.183 and 0.103, respectively. The model explained 79.2% of the variance in competence and 62.9% of the variance in performance. These findings indicate a gap between competence development and its application to teachers' work. Professional development therefore requires attention to classroom application, organizational support, and performance evaluation.]]>
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