<![CDATA[The purpose of this research is attempting to identify the influence of self-efficacy on teacher performance and student success. Self-efficacy has been studied in a unique and different way because it is linked to teaching in schools using different variables collected from previous studies. Self-efficacy has been studied in a unique and different way because it is linked to teaching in schools using different variables collected from previous studies. The research population is the teacher who teaches at SDIT Al Bariyah Jakarta. The findings show that there is an effect of self-efficacy on teacher performance. Self-efficacy has been proven to have an influence on teacher performance in their teaching processes in all dimensions except for the emotional cues dimension. The recommendations in this study indicate that teachers must be more efficient so that they can improve interactional education processes, and must be more organized, better interactions and build good relationships with students to improve teaching performance, and to practice coping with difficulties such as stress and anxiety and not allowing this emotional dimension to affect teacher performance.]]>
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