<![CDATA[Teacher performance plays a role in determining the quality of learning. Public elementary schools in Mapanget District face challenges in teacher performance, including limitations in lesson planning, inconsistent reflection, limited innovation, leadership changes, and workloads that are not matched by recognition. This study aims to analyze the influence of transformational leadership and teacher competence on teacher performance, with the psychological contract as a mediating variable. A quantitative approach was employed using a sample of 105 teachers. Data were collected through surveys and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that teacher competence has a positive effect on teacher performance, both directly and indirectly through the psychological contract as a partial mediator. In contrast, transformational leadership does not have a positive effect on teacher performance, either directly or indirectly through the psychological contract. These findings indicate that teacher competence and the psychological contract are important factors in improving teacher performance. Therefore, strengthening teacher competence and maintaining positive psychological contracts should become priorities in efforts to improve teacher performance and support learning quality in public elementary schools. This improvement requires strategies that consider teachers and workplace relationships.]]>
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