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This study investigates the influence of job satisfaction on teacher performance at Omba Tana Rara Public School, a rural educational institution located in a geographically remote area with distinct contextual challenges. Despite the crucial role of teachers in shaping educational outcomes, limited research has explored how job satisfaction contributes to teacher performance in such isolated settings. Employing a quantitative approach, the research surveyed 32 teachers using a validated Likert-scale questionnaire designed to measure key dimensions of job satisfaction, including recognition, professional development, remuneration, interpersonal relationships, and work environment. Data analysis was conducted using simple linear regression to determine the statistical relationship between job satisfaction and teacher performance. The results revealed that job satisfaction has a significant and positive impact on teacher performance (β = 0.67; p < 0.01), indicating that increases in satisfaction levels are associated with higher levels of effectiveness and engagement among teachers. Among the satisfaction factors examined, recognition from leadership, opportunities for professional growth, and supportive working conditions were identified as dominant contributors to improved performance. The findings of this study contribute to filling the research gap concerning human resource issues in remote schools and offer practical insights for stakeholders in education. In particular, the study emphasizes the importance of designing context-specific strategies that prioritize teacher welfare as a means of boosting instructional quality and learning outcomes. It recommends policy interventions focused on enhancing intrinsic and extrinsic satisfaction elements through improved school management practices. By highlighting the correlation between teacher satisfaction and performance, especially in rural and under-resourced areas, this research underscores the need for holistic human resource development in education. It advocates for a welfare-centered approach in managing and supporting teachers to ensure sustainable improvements in school effectiveness.

This research aims to examine the influence of employee well-being and interpersonal relationships on work productivity with job satisfaction as an intervening variable using primary data obtained by distributing questionnaires to 73 employees, namely at PTP Inti 4 Kinali Pasaman Barat. The results of this research show that (1) there is a positive and significant influence between employee well-being and job satisfaction. (2) there is a positive and significant influence between interpersonal relationships on job satisfaction (3) there is a positive and significant influence between employee well-being on work productivity. (4) there is a positive and insignificant influence between interpersonal relationships and work productivity. (5) there is a positive and insignificant influence between job satisfaction and work productivity. (6) there is a positive and insignificant influence between employee welfare on work productivity through job satisfaction. There is a positive and insignificant influence between interpersonal relationships and job satisfaction.

This study analyzes the exemplary nature of Abraham within the framework of education theological management. Abraham, recognized as the father of faith, embodies values of leadership, wise decision-making, and strong interpersonal relationships with God and others. Utilizing a qualitative approach based on a literature review of various books and scholarly articles, this research aims to explore the managerial principles derived from Abraham’s life and their applicability in contemporary management contexts.