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This study aimed to determine how self-efficacy affects teacher task performance in SMP Negeri Bengkulu Selatan and how knowledge affects task performance. The quality of an agency can be seen from the task performance of its employees. Task performance can be improved by various aspects, such as fulfilling desires, work needs, individual and job compatibility, and formal and informal relationships with colleagues. The SmartPLS4 application was used for the SEM analysis method in this study. The sample was 110 teachers from all public junior high schools in South Bengkulu. The test results show that the self-efficacy variable has a positive and significant influence on the task performance of each teacher. In contrast, the knowledge variable does not significantly influence a teacher's task performance. The results showed a t-value of 5.387 > 1.96 and a p-value of 0.000 < 0.050, thus indicating that the self-efficacy variable significantly positively affects task performance. The study results show that the t-value of 1.206 < 1.96 and the p-value of 0.228 < 0.50 shows that the knowledge variable does not positively affect the task performance variable. This research aims to inspire teachers by considering that self-efficacy and knowledge can affect task performance individually and institutionally.

The quality of an institution can be seen through the task performance of its employees. Task performance can be enhanced with various supportive aspects, including fulfilling work wants and needs, individual-job fit congruence, individual and job or institutional attachment, and formal and informal relationships with coworkers. This study aims to determine how the influence of person-job fit on a teacher's job embeddedness, the influence of person-job fit on a teacher's task performance, and the influence of job embeddedness on the task performance of public junior high school teachers in Bengkulu City. The method used in this research is descriptive quantitative. The data were then analyzed descriptively to answer the research questions. One hundred fourteen respondents from various public junior high schools in Bengkulu City were taken randomly. The data collection tool used is a questionnaire instrument. Results revealed a noteworthy positive correlation between person-job fit and job embeddedness (t=10.876, p<0.05), as well as a significant positive effect on the task performance of teachers (t=5.223, p<0.05). Conversely, job embeddedness did not significantly affect teacher task performance (t=0.027, p>0.05). This study underscores the importance of prioritizing institutional leaders prioritizing employee needs fulfilment, as it serves as a vital support mechanism for enhancing task performance.