Gen Z Teachers

<p class="ql-align-justify">The purpose of this study was to analyze the partial and simultaneous influence of interest in becoming a teacher, perception of the teaching profession, and self-efficacy on readiness to become an accounting teacher to achieve Sustainable Development Goals (SDG) 4 in the field of improving the quality of education. This research method is quantitative research. The sample of this study was Gen Z students of the Accounting Education Study Program as respondents, taken using purposive sampling techniques. Data collection techniques were questionnaires and documentation. The prerequisite test for data analysis consisted of normality, multicollinearity, heteroscedasticity, and autocorrelation tests. The data analysis method used multiple linear regression analysis. The results of the study showed that interest in becoming a teacher, perception of the teaching profession, and self-efficacy had a simultaneous effect on readiness to become an accounting teacher in achieving SDGs 4. Teacher quality has a profound impact on achieving Goals 4, 8, and 9 of the SDGs. Quality education provided by skilled teachers contributes to the development of skills needed for decent work, economic growth, and sustainable innovation. The results of the partial test of this study showed that interest in becoming a teacher had a positive and significant effect on readiness to become an accounting teacher. Perception of the teaching profession had a positive and significant effect on readiness to become an accounting teacher. Self-efficacy has a positive and significant effect on readiness to become an accounting teacher.</p>