The purpose of this study is to find out endeavors to improve teacher performance through organizational culture, academic supervision, and emotional intelligence by referring to Scientific Identification Theory for Operational Research in Education. Organizational culture, academic supervision, and emotional intelligence variables serve as independent variables, and teacher performance is the dependent variable. The number of research samples of 138 teachers was taken with proportional random sampling, and hypothesis testing was followed with qualitative analysis through Focus Group Discussion. The results of this study concluded that there is a positive relationship reinforced by qualitative research for variables a) organizational culture with teacher performance with a correlation coefficient = 0.494 and the coefficient of determination = 0.244, b) academic supervision with teacher performance with a correlation coefficient = 0. 327 and the coefficient of determination = 0.107, c) emotional intelligence with teacher performance with correlation coefficient = 0. 221 and coefficient of determination = 0.049, and d) organizational culture, academic supervision and emotional intelligence together with teacher performance with a coefficient correlation = 0.591, and the coefficient of determination = 0. 350. The implication with Scientific Identification Theory for Operational Research in Education is discussed further.