Teacher performance is an important factor in improving the quality of education, particularly in Islamic Junior High Schools (Madrasah Tsanawiyah/MTs). However, several challenges such as ineffective leadership, low pedagogical competence, unfavorable work environments, excessive workloads, and varying levels of teaching motivation continue to affect teacher performance. This study aims to analyze the influence of transformational leadership, pedagogical competence, work environment, workload, and motivation on teacher performance in Madrasah Tsanawiyah across Jember Regency. The novelty of this research lies in the integration of five independent variables simultaneously within a single comprehensive model focusing on certified MTs teachers. This study employed a quantitative approach using multiple linear regression analysis. Data were collected through questionnaires distributed to certified MTs teachers in Jember Regency during the 2025 research period. The findings indicate that transformational leadership, pedagogical competence, work environment, workload, and motivation significantly influence teacher performance both partially and simultaneously. Among these variables, motivation and transformational leadership showed the strongest contribution to improving teacher performance. In conclusion, improving teacher performance requires integrated strategies involving effective leadership, competency development, supportive work environments, balanced workloads, and strengthened teaching motivation to enhance educational quality in Madrasah Tsanawiyah.