Asian Journal of Education and Social Studies

School performance reflects how effectively a school provides quality education and supports student success. Understanding the factors that influence school performance is essential for achieving overall educational quality. This study aimed to determine the structural model of school performance by examining dimensions of perceived organizational support, job satisfaction, and work commitment of teachers. It employed a quantitative research design, utilizing descriptive-correlational and multiple theory-based structural equation modeling (SEM) to examine the relationship between exogenous and endogenous variables. Data for the study was gathered from 400 public school teachers, selected using proportionate stratified random sampling. The study revealed that all predictive variables comprised a combined degree of 54.8% influence on the criterion variable. As indicated by CMIN/DF (1.192), P-VALUE (0.307), NFI (0.996), TLI (0.997), CFI (0.999), GFI (0.996), RMSEA (0.022), and P-CLOSE (0.779), the best-fit model confirms the Social Exchange Theory. The findings of the study implied that educational policymakers and school administrators should prioritize initiatives that enhance teacher job satisfaction by promoting autonomy, providing recognition, and ensuring fair workload distribution; strengthening perceived organizational support through psychological and career security measures; and building robust parent and community partnerships to sustain high performance. The results further suggest that other variables not covered in this study may be explored to determine the 45.2% variance, which could provide deeper insights into the dynamics of school performance.