<![CDATA[The implementation of learning in Early Childhood Education (PAUD) requires teachers to have confidence in their ability to plan, implement, and evaluate learning. This research is motivated by the fact that some PAUD teachers still have doubts about this ability in Tigaraksa District. This study aims to determine the influence of teachers' self-efficacy on learning implementation and the large contribution of teachers' self-efficacy to the implementation of learning in Tigaraksa District. The research uses a quantitative approach with an ex post facto design. The research population is PAUD teachers in Tigaraksa District, with a sample of 71 respondents. Data were collected using a questionnaire that had been tested for validity and reliability, then analyzed using descriptive statistics, prerequisite tests, simple linear regression, t-test, and determination coefficients. The results showed that teachers' self-efficacy was in the good category with an average score of 28.83, while learning implementation had an average score of 40.76. The regression results showed a positive and significant influence, with a significance value of 0.000 and t calculated 8.701. The R² value of 0.523 showed a contribution of 52.3%, while 47.7% was influenced by other factors outside the study. Thus, teachers' self-efficacy plays an important role in supporting the implementation of early childhood learning in Tigaraksa District.]]>
