ABSTRACT The purpose of this study is to examine the effect of organizational-managerial motivation processes implemented in educational institutions on teachers' performance levels. The sample of the study, conducted using quantitative research design, consists of a total of 362 teachers working in different types of schools. In the study, data on task performance, contextual performance, and sub-dimensions of organizational-managerial motivation were collected using scales and analyzed using descriptive statistics, correlation, independent samples t-test, one-way ANOVA, and multiple linear regression analyses. The findings of the study revealed that teacher performance showed meaningful and positive relationships with organizational-managerial motivation elements. It was found that the characteristics of the work performed and participatory practices were the variables that most strongly predicted teacher performance. In contrast, it was determined that group relationships and physical elements did not have a direct meaningful effect on performance. Demographic variables (gender, age, education level, role, and seniority) did not lead to significant differences in performance and motivation levels. This indicates that teacher performance develops based on managerial processes, school climate, and job design rather than individual characteristics. Overall, the research shows that strengthening participatory approaches in school management and work design regulations plays a critical role in improving teacher performance. The findings reveal that effective organizational-managerial motivation practices positively influence teacher behavior and the overall functioning of the school. Keywords: Teacher Performance, Organizational-Managerial Motivation, Job Characteristics, Participatory Management, School Climate, Performance Analysis.