This study aims to examine the contribution of teacher well-being, competence, and commitment to the quality improvement of public schools in Toraja, Indonesia. Employing a quantitative approach, the research involved 87 teachers selected from public schools through purposive sampling. Data were collected using a Likert-scale questionnaire encompassing 81 items across four constructs: school quality, teacher well-being, teacher competence, and teacher commitment. The instruments were validated through expert judgment and analyzed using the Rasch model and multiple regression analysis. The findings revealed that teacher well-being has a significant positive impact on school quality (R² = 0.6267), indicating that teachers who experience greater well-being are more likely to contribute to improved educational outcomes. Teacher competence was also found to positively influence school quality (R² = 0.5801), although it showed the lowest contribution among the three independent variables, suggesting a need for professional development in this area. Meanwhile, teacher commitment showed a moderate yet significant effect (R² = 0.62), reinforcing the importance of emotional engagement and responsibility in educational performance. Collectively, the three variables contributed 84% (R² = 0.84) to the variance in school quality, highlighting their combined influence in shaping institutional excellence. The study suggests that increasing teacher well-being and strengthening professional competence and commitment are essential strategies for enhancing public school performance. These findings offer practical implications for policymakers, educational leaders, and teacher training programs aimed at improving school effectiveness through teacher-centered interventions.