<![CDATA[Interest in becoming a teacher is an important factor in producing high-quality educators. This study aims to examine the relationships between family environment, self-efficacy, motivation, and the interest in becoming a teacher among female students of the Faculty of Teacher Training and Education at Nusa Cendana University. A quantitative approach using a survey method was employed in this study. The respondents consisted of 107 female students aged 18–23 years who had at least one immediate family member working as a teacher. Research data were collected through questionnaires completed by the respondents. The instrument had met the requirements of validity and reliability and was therefore considered appropriate for use in this study. Multiple linear regression and path analysis were applied to examine both direct and indirect relationships among the variables. The findings indicate that family environment and self-efficacy have positive and significant effects on motivation and students’ interest in becoming teachers. However, motivation was not found to have a significant effect on the interest in becoming a teacher and did not mediate the relationships between family environment, self-efficacy, and students’ interest in becoming teachers.]]>
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