Penelitian ini bertujuan untuk mengetahui dan menggali (1) kecerdasan emosional, kecerdasan spiritual, penilaian kinerja khusus, pendidikan & pelatihan, motivasi, dan kinerja guru guru tetap (2) pengaruh parsial antara kecerdasan emosional, kecerdasan spiritual, penilaian kinerja khusus , pendidikan dan pelatihan , serta motivasi terhadap kinerja guru (3) Pengaruh simultan kecerdasan emosional, kecerdasan spiritual, penilaian kinerja khusus, pendidikan dan pelatihan, dan motivasi terhadap kinerja guru dengan menggunakan pendekatan kuantitatif dan teknik analisis regresi linier berganda. Pengolahan data dibantu dengan software SPSS IBM 25. Berdasarkan hasil perhitungan NJI, semua variabel dalam penelitian ini berada pada kategori tinggi, artinya setiap variabel dipersepsikan baik oleh guru tetap yayasan. Hasil penelitian menunjukkan bahwa variabel kecerdasan emosional, kecerdasan spiritual, penilaian kinerja khusus, pendidikan dan pelatihan, motivasi secara parsial berpengaruh positif dan signifikan terhadap kinerja guru. Kemudian secara simultan variabel kecerdasan emosional, kecerdasan spiritual, penilaian kinerja khusus, pendidikan dan pelatihan, motivasi berpengaruh terhadap kinerja.

Backgrounds: The concept of human development or human capital is a hot topic that is being widely discussed, considering that human capital is part of human resource management with a broader scope of study which addresses the practical side of human resource management. Aim: Between emotional intelligence, spiritual intelligence, special performance appraisal, education and training, and motivation on teacher performance (3) The simultaneous effect of emotional intelligence, spiritual intelligence, special performance appraisal, education and training, and motivation on teacher performance. Method: Using a quantitative approach and multiple linear regression analysis techniques. Findings: Based on the results of NJI calculations, all variables in this study are in the high category, meaning that each variable is perceived as good by the permanent teachers of the foundation. The results showed that the variables of emotional intelligence, spiritual intelligence, special performance appraisal, education and training, motivation partially had a positive and significant effect on teacher performance. Then simultaneously the variables of emotional intelligence, spiritual intelligence, special performance appraisal, education and training, motivation affect performance