Abstract

This study examines the relationship between work discipline and teacher productivity, with work motivation as a mediating variable. Using a quantitative approach, data were collected from teachers in educational institutions and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings reveal that work discipline significantly influences teacher productivity, both directly and indirectly through work motivation. The results highlight the importance of fostering discipline while enhancing motivation to optimize teacher performance. These findings provide valuable insights for school administrators and policymakers in developing strategies that balance discipline and motivation to improve educational outcomes. Future research should explore additional moderating factors to further understand the dynamics of teacher productivity.

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