<![CDATA[The objective of this study is to explore how students' attitude towards the Teacher Professional Education (PPG) Program and toward the teaching profession influences their willingness to be a teacher. In this research, a quantitative paradigm in the mode of survey technique was utilized, conducted at the Faculty of Teacher Training and Education (FKIP), Universitas Kuningan, during the 2024/2025 academic year. 71 students were proportionately randomly selected using Slovin's formula. Likert-scale questionnaire data were analyzed with the help of SPSS using multiple linear regression. It has been revealed that students' perceptions towards the PPG Program and the teaching profession play an important role in shaping their interest in pursuing a career as a teacher. Positive attitudes towards the PPG and teaching profession foster students' interest in becoming teachers. Attitudes account for approximately 36.8% of students' interest in becoming teachers. These findings indicate that improving students' positive attitudes towards both the PPG Program and the teaching profession can increase more interest in being a teacher. While all that variance can be explained by inherent ability, other external factors not included in this study, such as family background, learning experiences, and social influences, account for the remaining 63.2% of the variance, which can contribute to influencing the career choices of students as well. Though student perceptions of the PPG Program are generally moderate to positive, their perceptions of the teaching profession as a whole, particularly of teacher welfare and workload, remain quite low. This inequality is clearly in view of the necessity of systemic remedies to the objective conditions of teaching as a profession, like career prospects and social standing. Consolidating these elements not only helps to draw talented teachers, but also benefits the long-term continuation of the profession.]]>
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