<![CDATA[Teacher quality is a key factor in the success of primary education, influenced by professionalism, self-efficacy, and commitment. This study aims to analyze the influence of teacher self-efficacy and commitment on the quality of public elementary school teachers in Lubuk Tarok District, Sijunjung Regency. Employing a quantitative correlational approach, this research involved a population of 146 teachers. A sample of 60 respondents was determined through proportional random sampling, while an additional 30 teachers participated in instrument validity and reliability testing. Data were collected via closed-ended questionnaires and analyzed using multiple linear regression. The results indicate that: (1) Self-efficacy has a significant effect on teacher quality; (2) Teacher commitment has a significant effect on teacher quality; and (3) Self-efficacy and teacher commitment simultaneously have a significant effect on teacher quality in Lubuk Tarok District. Crucially, this study demonstrates how these psychological determinants operate within rural educational ecosystems, where intrinsic motivation compensates for structural resource limitations. As an implication, educational human resource management should shift from purely technical training to localized interventions that prioritize the development of teachers’ mentality and moral responsibility, sustaining teacher quality in developing areas.  ]]>
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