<![CDATA[Purpose – This study aims to analyze the effects of micro teaching and locus of control on students’ interest in becoming teachers among Business Education students at the Faculty of Economics, Universitas Negeri Medan, class of 2021.Methods – This study employed a quantitative approach with an ex post facto design. The population consisted of 69 students, all of whom were selected as the sample using a total sampling technique. Data were collected using Likert-scale questionnaires consisting of 15 items for each variable. Data were analyzed using multiple linear regression, partial t-tests, simultaneous F-tests, and the coefficient of determination.Findings – The results showed that micro teaching had a positive and significant effect on students’ interest in becoming teachers, with a t-value of 9.986 > 1.997 and a significance value of 0.000 < 0.05. Locus of control also had a positive and significant effect, with a t-value of 5.904 > 1.997 and a significance value of 0.000 < 0.05. Simultaneously, micro teaching and locus of control had a significant effect on students’ interest in becoming teachers, with an F-value of 74.651 > 3.13 and a significance value of 0.000 < 0.05. The coefficient of determination (R²) was 0.693, indicating that the two independent variables explained 69.3% of the variance in students’ interest in becoming teachers, while the remaining 30.7% was influenced by other factors not examined in this study.Research Implications – These findings highlight the importance of optimizing the quality of practical learning through micro teaching and strengthening students’ psychological factors, particularly locus of control, to foster and reinforce their interest in pursuing a teaching career.]]>
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