Enhancing Teacher Performance through Work Motivation, Non-Physical Work Environment, and Work Discipline: Evidence from Private Educational Institutions in Indonesia

Abstract

Teacher performance represents a critical determinant of educational quality because it directly influences learning effectiveness and institutional achievement. This study aims to examine the effects of work motivation, non-physical work environment, and work discipline on teacher performance at SMP and SMK Sunan Ampel Menganti, Gresik Regency, Indonesia. A quantitative explanatory research design was employed, involving 47 teachers as both the population and research sample through a total sampling approach. Data were collected using questionnaires and analyzed using multiple linear regression with SPSS 27. The findings reveal that work motivation, non-physical work environment, and work discipline have positive and significant effects on teacher performance, both individually and simultaneously. Among these factors, work discipline emerges as the strongest predictor of teacher performance, indicating that professional consistency, responsibility, and compliance with institutional standards are essential elements in improving teaching effectiveness. This study provides practical implications for school administrators and educational foundations by highlighting the importance of strengthening teacher motivation, developing supportive psychological work environments, and implementing effective discipline management systems. The novelty of this research lies in integrating psychological, social, and behavioral dimensions to explain teacher performance within the context of private foundation-based schools in Indonesia, an area that remains relatively underexplored in educational management research.