This study examines the complex relationship between career development, technostress, and organisational commitment in influencing the performance of school teachers in Aria Kemuning, West Java, Indonesia. The main objective of this study is to identify how the three constructs individually and interactively contribute to teacher performance in the context of an increasingly digital and demanding educational environment. A quantitative approach was used by a survey method of 162 respondents selected through the proportionate stratified random sampling technique. Data was analysed using partial least squares structural equation modeling (PLS-SEM) to evaluate the direct effects and mediation between variables. The results of the study show that career development and organisational commitment have a significant positive effect on work performance, while technostress has a negative influence. Interestingly, organisational commitment partially mediates the relationship between career development and technostress on teacher performance. This indicates that career development initiatives can directly improve performance, but the effect will be more optimal if they are accompanied by a strong organisational commitment. In contrast, technostress can lower performance, but its negative impact can be reduced through increased organisational commitment. The authenticity of this study lies in an integrated analysis of the psychological, organisational, and technological dimensions in the teaching profession, using SEMPLS in the context of developing countries. The study provides new insights for schools and education policymakers to simultaneously address digital pressures and career satisfaction in order to optimise teacher effectiveness. The theoretical contributions and practical strategies offered are also useful in the management of human resources in the education sector.