<![CDATA[Employee performance plays a crucial role in ensuring effective educational administration; however, favorable working conditions do not necessarily translate into improved employee performance. This study aimed to examine the relationships among quality of work life, organizational commitment, and employee performance among educational administrative personnel at Regional Education Office Branch VII in Pesisir Selatan Regency, West Sumatra Province, Indonesia. A quantitative research approach with a cross-sectional survey design was employed, involving 86 respondents selected through probability sampling. Data were collected using structured, closed-ended questionnaires measured on a five-point Likert scale and analyzed using partial least squares structural equation modeling (PLS-SEM). The measurement model was assessed through indicator loadings and construct reliability, while the structural model was evaluated to examine direct and indirect relationships among the variables. The findings revealed that quality of work life was positively and significantly associated with organizational commitment (? = 0.359; p = 0.002), while organizational commitment was positively and significantly associated with employee performance (? = 0.359; p = 0.004). However, quality of work life did not demonstrate a statistically significant direct relationship with employee performance (? = 0.150; p = 0.315). Similarly, the indirect relationship between quality of work life and employee performance through organizational commitment was not statistically significant (? = 0.122; p = 0.060), indicating that organizational commitment did not significantly mediate this relationship. These findings suggested that favorable working conditions were associated with stronger organizational commitment but did not independently predict improved employee performance within the study population. The study concluded that educational administrators should integrate improvements in quality of work life with organizational commitment initiatives, professional development programs, and performance management strategies. Future research should employ longitudinal designs and investigate additional organizational and individual factors to provide a more comprehensive understanding of the mechanisms influencing employee performance in educational administration.]]>
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