<![CDATA[ABSTRACT Teacher performance is an important factor in improving the quality of education; however, its achievement is determined not only by teachers’ individual competencies but also by school leadership and organizational conditions. In the context of public elementary schools in Suela District, empirical understanding is needed regarding the organizational and individual factors that contribute to teacher performance. This study aims to analyze the effects of principal leadership, organizational culture, and work motivation on teacher performance in public elementary schools in Suela District, East Lombok Regency, both partially and simultaneously. The study employed a quantitative approach with an associative ex post facto design. The population consisted of 350 teachers from 30 public elementary schools, with a sample of 187 teachers selected using proportional random sampling. Data were collected through a Likert-scale questionnaire measuring principal leadership, organizational culture, work motivation, and teacher performance. The data were analyzed using descriptive statistics, regression assumption tests, and multiple linear regression with the assistance of SPSS. The results showed that principal leadership, organizational culture, and work motivation each had a positive and significant effect on teacher performance. Organizational culture demonstrated the strongest relative contribution to the model, followed by work motivation and principal leadership. Simultaneously, the three predictors significantly contributed to teacher performance, with the model explaining 46.2% of the variance in teacher performance based on the Adjusted R Square. These findings indicate that improving teacher performance requires strengthening school leadership, fostering a collaborative and professional organizational culture, and sustaining teachers’ work motivation. ABSTRAK Kinerja guru merupakan salah satu faktor penting dalam peningkatan mutu pendidikan, tetapi pencapaiannya tidak hanya ditentukan oleh kompetensi individual guru, melainkan juga oleh kondisi kepemimpinan dan lingkungan organisasi sekolah. Dalam konteks sekolah dasar negeri di Kecamatan Suela, diperlukan pemahaman empiris mengenai faktor organisasi dan individual yang berkontribusi terhadap kinerja guru. Penelitian ini bertujuan menganalisis pengaruh kepemimpinan kepala sekolah, budaya organisasi, dan motivasi kerja terhadap kinerja guru SD Negeri di Kecamatan Suela, Kabupaten Lombok Timur, baik secara parsial maupun simultan. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif ex post facto. Populasi penelitian berjumlah 350 guru pada 30 SD Negeri, dengan sampel sebanyak 187 guru yang dipilih melalui proportional random sampling. Data dikumpulkan menggunakan kuesioner skala Likert yang mengukur kepemimpinan kepala sekolah, budaya organisasi, motivasi kerja, dan kinerja guru. Data dianalisis menggunakan statistik deskriptif, uji asumsi regresi, dan regresi linear berganda dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa kepemimpinan kepala sekolah, budaya organisasi, dan motivasi kerja masing-masing berpengaruh positif dan signifikan terhadap kinerja guru. Budaya organisasi menunjukkan kontribusi relatif paling kuat dalam model, diikuti motivasi kerja dan kepemimpinan kepala sekolah. Secara simultan, ketiga prediktor berkontribusi signifikan terhadap kinerja guru dengan kemampuan model menjelaskan 46,2% variasi kinerja guru berdasarkan Adjusted R Square. Temuan ini menunjukkan bahwa peningkatan kinerja guru perlu didukung melalui penguatan kepemimpinan, pembentukan budaya organisasi yang kolaboratif dan profesional, serta pemeliharaan motivasi kerja secara berkelanjutan.]]>
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