Abstract
Educators serving in Vocational High Schools have not met the competency standards. This study aimed to describe: (1) pedagogy, professional, personality, and social competence of teachers in vocational high schools, and (2) the performance of teachers in vocational high schools. This descriptive study was conducted at four vocational high schools in North Morowali that have been nationally accredited. The respondents consisted of 23 principals, vice principals, heads of the study program, and 178 student. The data were collected using documentation and questionnaire. It were further analyzed using descriptive analysis. The results showed that: (1) 66.76% of the teachers have the competence of the teacher's pedagogy with high category, 77.92% of the teachers have the professional competence with high category; 78.66% of the teachers have the personality competence with high category; 79.82% of the teachers have social competence with high category, (2) 75.35% of the teachers have the performance with high category.
Highlights
The purpose of vocational education is to prepare students to work in a particular field
The pedagogic competence of the teachers were measured with 25 items of questions divided into 5 sub-indicators: (1) mastering the characteristics of the learners, (2) organizing learning in the classroom, (3) mastering and developing the curriculum, (4) organizing the results of the assessment of learning, and (5) conducting reflective action to improve the quality of learning
This finding indicated that the pedagogic aspect of vocational high school teachers in North Morowali Regency was categorized as high
Summary
The purpose of vocational education is to prepare students to work in a particular field. This is emphasized in the Government Regulation Number 66 the year 2010 about the management and organization of education which states that vocational education has the task to prepare learners to have the capability of entering the world of work to get employment opportunities or work independently. One of the determinant for the success of vocational education is the readiness of teachers and students in the process of learning in the school. The readiness of students to learn must be balanced with the readiness of teachers for teaching. If the teacher is ready but the students are not ready, the teaching and learning process will be less conducive
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