The Influence of Self-Efficacy and Self-Management on the Teaching Motivation of High School Chemistry Teachers in Sinjai Regency

This study aims to analyze the influence of self-efficacy and self-management on the teaching motivation of high school chemistry teachers in Sinjai Regency. This study uses an ex post facto approach with a population and sample of 26 chemistry teachers from public and private high schools in Sinjai Regency, using a saturated sampling technique. The instrument used was a closed questionnaire, and the data were analyzed using descriptive and inferential statistics with the help of SPSS version 26. The results of the study showed that: (1) self-efficacy has a significant effect on the teaching motivation of chemistry teachers partially with a contribution of 40.9%; (2) self-management also has a significant effect partially with a contribution of 83.1%; and (3) simultaneously, self-efficacy and self-management have a significant effect on teaching motivation with a coefficient of determination of 82.9%. These findings indicate that increasing self-efficacy and self-management plays an important role in encouraging the teaching motivation of high school chemistry teachers in Sinjai Regency.