<![CDATA[Teacher performance at Grade A-Accredited Madrasah Tsanawiyah in Central Lampung is not yet optimal, despite relatively conducive leadership, professional development, and madrasah climate. This study examines the influence of transformational leadership, continuous professional development, and madrasah climate, both separately and simultaneously, on teacher performance at Grade A-Accredited Madrasah Tsanawiyah in Central Lampung. The study used a quantitative regression approach with a sample of 84 teachers from Grade A-Accredited Madrasah Tsanawiyah in Central Lampung, selected from a population of 195 teachers using purposive sampling and a questionnaire. Research Results: (1) Transformational leadership has a moderate influence on teacher performance (R2 = 16.8%, R = 0.410). (2) Continuous professional development has a moderate influence on teacher performance (R2 = 33.9%, R = 0.582). (3) Madrasah climate has a strong influence on teacher performance (R2 = 55.2%, R = 0.743). (4) Simultaneously, the three variables have a strong influence on teacher performance with an Adjusted R2 value of 61.3% (R = 0.792). These three variables explain 61.3% of the variance in teacher performance, while the remaining 38.7% is influenced by other factors outside the research model. Conclusion: Transformational leadership, continuous professional development, and madrasah climate significantly affect teacher performance, both partially and simultaneously. Research Implication: Provides a strategic reference for madrasah administrators to enhance teacher performance by improving institutional climate, professional development, and transformational leadership.]]>
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