The Effect of Motivation and Work Discipline on Teacher Performance With Job Satisfaction as an Intervening Variable at SMAN 1 Pebayuran

This study analyzes the influence of motivation and work discipline on teacher performance with job satisfaction as an intervening variable in teachers of SMAN 1 Pebayuran, Bekasi Regency. The quantitative approach was used with the Structural Equation Modeling (SEM) method based on Partial Least Squares (PLS) through SmartPLS 4, with a sample of 58 teachers using saturated sampling techniques and data collected through a Likert scale questionnaire. Hypothesis testing showed that motivation, work discipline, and job satisfaction had a positive and significant effect on teacher performance, while motivation and work discipline had a positive and significant effect on job satisfaction. Meanwhile, job satisfaction has been proven to mediate the influence of motivation and work discipline on teacher performance. The results of the evaluation of the measurement model showed that all indicators met the criteria of convergent validity (AVE > 0.50) with a Motivation Variable of 0.607, a Work Discipline variable of 0.828, a Teacher Performance variable of 0.821, and a Job Satisfaction variable of 0.723. and reliability (Composite Reliability > 0.70) with Motivation (Cronbach's Alpha 0.928; Composite Reliability 0.937), Work Discipline (Cronbach's Alpha 0.970; Composite Reliability 0.974), Teacher Performance (Cronbach's Alpha 0.976; Composite Reliability 0.976), and Job Satisfaction (Cronbach's Alpha 0.957; Composite Reliability 0.958). An R-Square value of 0.713 for teacher performance and 0.663 for job satisfaction indicates that the model is able to explain 71.3% and 66.3% of the differences between the two variables, while a positive Q² value confirms the model's strong and consistent predictive relevance.

Keywords: Work Motivation, Work Discipline, Job Satisfaction, Teacher Performance, Intervening Variables,