<![CDATA[Teacher performance in elementary schools is closely associated with the work environment, work discipline, and organizational commitment. This study examines the effects of the work environment and work discipline on teacher performance and the mediating role of organizational commitment in elementary schools in Rote Tengah Subdistrict, Rote Ndao Regency. A mixed-methods approach was applied to 122 teachers using a saturation sampling technique. Data were collected through questionnaires, observations, interviews, and documentation. Quantitative data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with SmartPLS 4, while qualitative data were analyzed descriptively to complement the quantitative findings. The results show that the work environment and work discipline have positive and significant effects on organizational commitment. However, only work discipline has a positive and significant effect on teacher performance. The work environment and organizational commitment have no significant direct effects on teacher performance, and organizational commitment does not mediate the effects of the work environment or work discipline on teacher performance. Qualitative findings indicate that teachers generally experience a supportive work environment and demonstrate commitment to school activities, although differences remain in attendance, participation, and completion of teaching responsibilities across schools. These findings indicate that work discipline is more directly associated with the consistent implementation of teachers’ professional responsibilities. The model explains 82.9% of the variance in organizational commitment and 58.7% of the variance in teacher performance. The findings underscore the importance of consistent supervision, clear work responsibilities, attendance monitoring, and active participation in school activities, while maintaining a supportive work environment to strengthen organizational commitment.]]>
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