<![CDATA[Teachers at vocational high schools often struggle to manage their time effectively due to heavy workloads and diverse responsibilities. This study investigates the effect of self-regulation on time management, with grit as a mediating variable. Self-regulation refers to the ability to control behavior, set goals, and maintain focus, while grit reflects persistence and passion for long-term goals. Using a quantitative ex-post facto design, data were collected from 92 SMK teachers through total sampling. Three psychological scales were used: the self-regulation scale, the grit-short scale, and the time management scale. Data analysis employed descriptive statistics and mediation analysis using PROCESS Macro (Model 4) in SPSS 25. Results show that self-regulation has a positive and significant effect on time management through grit, which serves as a full mediator. This means self-regulation enhances time management only when accompanied by high levels of grit. The findings highlight the need to foster both self-regulation and grit in teacher development programs. Keywords: grit, self-regulation, teachers, time management, vocational high schools]]>
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