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Teacher performance is a key factor in determining the quality of education in madrasahs, which is influenced not only by individual factors but also by organizational support and organizational commitment. This study aims to analyze the influence of organizational support and self-efficacy on teacher performance, with organizational commitment as a mediating variable, at private Madrasah Aliyah in Kudus Regency. The study employed a quantitative approach using a survey method involving 90 respondents from a population of 665 teachers, determined using the Slovin formula and the proportionate random sampling technique. Data were analyzed using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) method with SmartPLS 4. The results indicate that organizational support and self-efficacy have a positive and significant effect on both teacher performance and organizational commitment. Conversely, organizational commitment did not have a significant effect on teacher performance and did not mediate the effects of organizational support or self-efficacy on teacher performance. Thus, improvements in teacher performance at private Madrasah Aliyah in Kudus Regency are more directly influenced by organizational support and self-efficacy than through organizational commitment. This study highlights the importance of madrasahs enhancing organizational support through recognition, teacher well-being, supportive resources, and competency development, as well as strengthening teachers’ self-efficacy through professional training and mentoring to improve teacher performance on an ongoing basis.
Keywords: Organizational Support, Self-Efficacy, Organizational Commitment, Teacher Performance, SEM-PLS.