Abstract

This resesarch is motivated by the need to understand teacher work motivation in Islamic educational institutions through the perspective of Bandura's Social Cognitive Theory, which emphasizes the reciprocal interaction between personal, behavioral, and environmental factors, as well as the role of Self-efficacy in shaping persistence and action choices. The study aims to analyze the theory's relevance in improving teacher work motivation, particularly through the process of teacher modeling as role models. The method used is library research with content and descriptive analysis, reviewing literature, journals, and electronic sources related to social cognition, Self-efficacy, work motivation, and Islamic educational institutions. The results indicate that teacher work motivation is formed through strong Self-efficacy, observational learning, and teacher role models that influence self-confidence, discipline, and professional commitment. In conclusion, the application of Bandura's Social Cognitive Theory through the teacher modeling process provides a holistic understanding of work motivation, encompassing cognitive, social, and professional dimensions, and strengthens teacher performance.