Pengaruh Self-Efficacy dan Lingkungan Kerja Terhadap Pengembangan Diri Guru SD Negeri Kecamatan Larangan Kota Tangerang

Abstract

This study aims to analyze the impact of self-efficacy and work environment on the
self-development of elementary school teachers in Larangan Subdistrict, Tangerang City. Teacher
self-development is considered an important element in improving the quality of education, which
is influenced by internal factors such as self-efficacy as well as external factors such as the work
environment. This study used a quantitative approach with an explanatory research model,
involving 80 public elementary school teachers in Larangan Subdistrict, Tangerang City, as
respondents. Data were collected through a questionnaire designed to measure self-efficacy,
perceptions of the work environment, and level of self-development. The data were then analyzed
using the Multiple Linear Regression Analysis method to determine the effect of the two
independent variables on the dependent variable. The results showed that self-efficacy and work
environment simultaneously had a significant influence on teacher self-development with a
contribution of 64.4%. This finding suggests that teachers' belief in their abilities (self-efficacy)
and the existence of a supportive work environment, such as positive interpersonal relationships,
adequate facilities, and a conducive work atmosphere, are the main factors that encourage their
self-development. Partially, self-efficacy and work environment each showed a significant
positive influence. This study concludes that increasing teachers' self-efficacy and improving the
work environment need to be prioritized to support teachers' professional development. The
implications of this study are the need for training and mentoring to improve self-efficacy and
policies that support a conducive work environment. These results are expected to be a reference
for schools and policymakers in designing more effective teacher development programs.