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The research purpose was to develop an evaluation model for the internal quality assurance system of the dramatic arts College of Bunditpattanasilpa Institute. The Research and Development method was used as research methodology which was divided into three phases; developing the model and its guideline, trying out the actual implementation of the developed model, and assessing and improving the model. Data collection processes started with interviewing experts in internal quality assurance system. Then the collected data was analyzed and synthesized to form a tentative model. The researcher spent eight months on trying out this tentative model. The four areas; Utility, Feasibility, Propriety, and Accuracy were used to evaluate and revise the model. Percentage, mean, and standard deviation were used in data analysis. The tentative model consisted of three steps; preparation, evaluation procedure, and reporting. This model was tried out at two institutes in Kalasin and Roi-Et Provinces. The evaluation result as a whole on Utility, Feasibility, Propriety, and Accuracy of the model by eighty users was at the “Highest” level (Mean = 4.51). The utility was at the “Highest” mean of 4.60. In conclusion, this evaluation model for internal quality assurance system could be used successfully at the dramatic arts College of Bunditpattanasilpa Institute.

Self-efficacy is regarded as one of the important aspects that could help teachers to achieve their learning goals and optimal work performance. However, in daily practice, there is only limited research that explores the importance of selfefficacy in the education process, especially for science teachers in Indonesia. This research aims to explore the relationship between science teachers' type of personality, self-efficacy, and work performance Indonesia. A total of 123 science teachers were chosen using purposive technique sampling to fill in the questionnaires as a form of self-report. The result shows that the type of personalities such as Extraversion, Conscientiousness, and Openness to Experience significantly correlate to Selfefficacy. In accordance with this result, Self-efficacy also has a positive and significant correlation with the dimension of Task Performance and Contextual Performance. However, Selfefficacy has a negative correlation to the Counterproductive Work Behavior. Therefore, the higher the three personalities possess by a teacher the higher the self-efficacy and the work performance they have. This result asserts that there is a number factor that should be considered by science teachers to achieve the best work performance. The further discussion and the limitation of this research will be explained deeper in this paper.