<![CDATA[Background: Private senior high schools in rapidly developing suburban areas must sustain teacher performance despite uneven learning-system management, discipline, and work motivation. Objective: This study examined the direct effects of learning system management and discipline on work motivation and teacher performance, tested work motivation as a mediator, and identified operational improvement priorities. Methods: A quantitative survey involved 103 teachers selected proportionally from a population of 138 teachers across eight private senior high schools in Gunung Putri, Bogor. Validated questionnaires were analyzed using path analysis, Sobel tests, and SITOREM. Results: Learning system management and discipline positively affected work motivation (β = 0.287, p = 0.001; β = 0.410, p < 0.001). Learning system management, discipline, and work motivation positively affected teacher performance (β = 0.320, p = 0.001; β = 0.238, p = 0.013; β = 0.211, p = 0.034). Work motivation mediated the effects of learning system management (indirect effect = 0.060; Sobel = 2.724; p = 0.006) and discipline (indirect effect = 0.086; Sobel = 2.849; p = 0.00439) on performance. Conclusion: Integrated improvement of learning management, teacher discipline, and motivation is required, with motivation and discipline receiving immediate operational priority.]]>
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