<![CDATA[This study aims to analyze the effect of MBKM educational internship experience and teaching self-efficacy on students’ intention to become teachers among Economics Education students of the 2022–2023 cohort at Universitas Jambi. This research employed a quantitative approach using a saturated sampling technique involving 57 respondents. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability, and analyzed using descriptive analysis, prerequisite tests, and multiple linear regression to examine both partial and simultaneous effects. The results indicate that MBKM educational internship experience does not have a significant effect on the intention to become a teacher (sig. 0.085 > 0.05), while teaching self-efficacy has a positive and significant effect (sig. 0.000 < 0.05). Simultaneously, both variables significantly influence students’ intention to become teachers (sig. 0.000 < 0.05). The novelty of this study lies in the finding that teaching self-efficacy plays a more dominant role than internship experience in shaping students’ intention to pursue a teaching career, highlighting the importance of strengthening psychological aspects in fostering interest in the teaching profession.]]>
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