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bibo:abstract "Early Childhood Education (ECE) is an important stage of child development;\r\ntherefore, teachers' professional competence is a crucial factor in determining the quality of\r\nlearning. This study aims to examine the influence of educational background and teaching\r\npractices on the professional competence of RA teachers in Boyolali Regency, both partially\r\nand simultaneously. This study employed a quantitative approach with an associative research\r\ndesign. The population consisted of 34 teachers from 12 RA institutions in Klego District, and\r\nthe entire population was selected as the sample using total sampling. Data were collected\r\nthrough a Likert-scale questionnaire and analyzed using SPSS through validity and reliability\r\ntests and multiple linear regression analysis. The results showed that educational background\r\nhad a positive and statistically significant predictive relationship with teachers' professional\r\ncompetence score, with a regression coefficient of 0.485, a t-value of 3.539, and a significance\r\nvalue of 0.001. Teaching practices also had a positive and statistically significant predictive\r\nrelationship, with a regression coefficient of 0.368, a t-value of 3.089, and a significance value\r\nof 0.004. Simultaneously, educational background and teaching practices were significant\r\npredictors in the model, with an F-value of 17.635 and a significance value of <0.001. The R\r\nSquare value of 0.532 indicates that the model explains 53.2% of the variation in teachers'\r\nprofessional competence score. Because this study used a cross-sectional design and its main\r\nmeasures relied on self-report, these results are interpreted as statistical predictive\r\nrelationships and not as evidence of a causal relationship. Thus, H1, H2, and H3 were accepted.\r\nThe findings indicate that improving teachers' professional competence requires strengthening\r\nacademic qualifications and continuously developing effective teaching practices."^^xsd:string;
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