<![CDATA[This study investigates the influence of teachers’ self-efficacy and teaching innovation on their professional performance. Employing a quantitative research design, the study involved 298 madrasah teachers selected through proportional random sampling. Data were analyzed using path analysis, preceded by the computation of inter-variable correlations presented in matrix form. The analysis reveals that self-efficacy exerts a positive effect on teacher performance, with a standardized coefficient of 0.121, while teaching innovation demonstrates a stronger positive influence, with a coefficient of 0.177. These findings indicate that self-efficacy contributes to a 12.1% enhancement in teacher performance, whereas teaching innovation contributes to a 17.7% improvement. The results underscore the pivotal role of both self-efficacy and innovative teaching practices in enhancing the effectiveness and performance of madrasah teachers.]]>
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