<![CDATA[Teacher teaching performance is a key factor in determining the quality of learning and the graduates of vocational schools. This study aims to analyze the effect of work motivation and work discipline on teacher teaching performance at SMK Swasta Nurul Amaliyah. The research method applied a quantitative approach with a causal associative design. The population consisted of all 50 teachers, designated as respondents using a saturated sampling technique. Data were collected through a structured questionnaire with a 5-point Likert scale, tested for validity (r-count 0.279) and reliability (Cronbach’s Alpha 0.600). Data analysis included descriptive statistics, classical assumption tests, multiple linear regression, t and F tests, and the coefficient of determination using SPSS. The findings indicate that work motivation has a positive and significant effect on teacher teaching performance (t-count = 4.695 t-table = 2.012; Sig. = 0.000; regression coefficient = 0.385). Work discipline also has a positive and significant effect (t-count = 5.923 t-table = 2.012; Sig. = 0.000; regression coefficient = 0.462). Simultaneously, work motivation and discipline significantly affect teacher teaching performance with the regression equation Y = 6.420 + 0.385X1 + 0.462X2, supported by F-count = 107.250 F-table = 3.20 (Sig. = 0.000). The Adjusted R² value = 0.812 shows that 81.2% of the variation in teaching performance is explained by both variables, while 18.8% is influenced by other factors such as principal leadership and organizational culture. The implications highlight the importance of enforcing discipline and providing continuous motivation to optimize teacher teaching performance in schools.]]>
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