<![CDATA[The decline in interest among students in teacher education programs in choosing teaching as their primary career path has become a critical challenge in the field of education. This study aims to determine the influence of PLP experience, perceptions of PPG, and perceptions of the teaching profession on the interest in becoming a teacher, with self-efficacy as an intervening variable. This study employs a quantitative research approach. The study population consists of the 2022 cohort of the Bachelor of Accounting Education program; purposive sampling was used, targeting students who had completed the PLP program, resulting in a total sample of 83 respondents. Data were collected using a questionnaire with a 1–5 Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the assistance of the Smart PLS software. The results indicate that PLP experience, perceptions of PPG, and perceptions of the teaching profession have a direct, positive, and significant influence on interest in becoming a teacher and self-efficacy. PLP experience, perceptions of PPG, and perceptions of the teaching profession also have an indirect, positive, and significant influence on interest in becoming a teacher through self-efficacy.]]>
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