Exploring the Role of Self-Efficacy and Environmental Factors in Shaping Teaching Career Interest among Building Engineering Education Students

This study aims to analyze the influence of self-efficacy, family environment, and university environment on students’ interest in becoming teachers, both partially and simultaneously. The study employs a quantitative approach with a causal associative design. The research population consists of 67 students from the Building Engineering Education Program, Faculty of Engineering, Universitas Negeri Makassar, from the 2020–2022 cohorts, using an exhaustive sampling technique. Data were collected through a four-point Likert scale questionnaire and analyzed using linear regression. The results indicate that self-efficacy (t = 2.689; p = 0.009), family environment (t = 3.521; p = 0.001), and university environment (t = 2.380; p = 0.020) have positive and significant effects on students’ interest in becoming teachers. Simultaneously, the three variables also have a significant effect (F = 9.23; p < 0.05), with a coefficient of determination of 0.306. This indicates that 30.6% of the variation in students’ interest in becoming teachers can be explained by these three variables, while the remaining variance is influenced by other factors beyond the scope of this study.