<p>Terciptanya pendidikan yang berkualitas diperlukan kinerja guru untuk berbagi pengetahuan yaitu dengan menyumbangkan pengetahuan kepada guru lainnya (<em>knowledge donating</em>) sehingga mampu melibatkan peran yang berbeda terkait dengan penyedia dan peneriman pengetahuan. Penelitian ini bertujuan untuk menguji secara empiris dan menganalisis pengaruh <em>self efficacy</em> dan kompetensi profesional terhadap kinerja guru denga <em>knowledge donating</em> sebagai variabel intervening. Hasil penyebaran kuesioner kepada 119 guru pada Sekolah Yayasan Islam Teuku Umar Semarang diperoleh jumlah sampel sebesar 98 responden. Alat analisisnya adalah Partial Least Square.</p><p>Hasil pengujian menunjukkan bahwa <em>self efficacy</em> dan kompetensi profesional mempunyai pengaruh positif terhadap <em>knowledge donating</em>. Sedangkan<em> self efficacy,</em> kompetensi profesional dan <em>knowledge donating</em> juga terbukti berpengaruh terhadap kinerja guru.<em> Knowledge donating</em> terbukti mampu menjadi variabel intervening antara <em>self efficacy</em> dan kompetensi profesional terhadap kinerja guru.</p><p><em>The creation of quality education requires the performance of teachers to share knowledge by contributing knowledge to other teachers (knowledge donating) so as to be able to involve different roles related to the provider and recipient of knowledge. This study aims to examine empirically and analyze the effect of self efficacy and professional competence on teacher performance with knowledge donation as an intervening variable. The results of distributing questionnaires to 119 teachers at the Teuku Umar Islamic Foundation School Semarang obtained a sample of 98 respondents. The analysis tool is Partial Least Square.</em></p><p><em>The test results show that self efficacy and professional competence have a positive influence on knowledge donating. While self efficacy, professional competence and knowledge donation also proved to have an effect on teacher performance. Knowledge donation proved to be able to be an intervening variable between self efficacy and professional competence on teacher performance.</em></p>