Retention of clinical teaching doctors at the Teaching Hospital is a condition that could decline and affect the service performance and guidance of young doctors who carry out stations at the teaching hospital. Many factors influence the retention of doctors in teaching hospitals, including internal and external factors. A workload that does not exceed the doctor's capacity, accompanied by good rewards, will influence positive self-recognition, thereby increasing the retention of doctors in teaching hospitals. Interestingly, the workload of doctors in teaching hospitals is not only services, but also education and research. This thesis aims to analyze the influence of workload and rewards on performance self-assessment and the implications for retaining clinical teaching doctors at the Teaching Hospital. The research method used was quantitative analysis with a sample of 62 clinical educators at the Teaching Hospital. Data collection uses g-forms and questionnaires filled in directly by respondents. Research data was tested using SEM-PLS by assessing validity and direct and indirect effects between variables. The research results show that the questionnaire items are valid. The hypothesis testing indicates no significant influence of workload on doctor retention through performance self-assessment, with a path coefficient of -0.094 and a p-value of 0.568 (> 0.005). However, there is a significant influence of reward on doctor retention through performance self-assessment, with a path coefficient of 0.596 and a p-value of 0.000 (< 0.005)This is a consideration in managing the reward system and regulating the workload of clinical teaching doctors to maintain the performance and retention of clinical teaching doctors at the Teaching Hospital.