Analysis on vocational high school teacher competency gaps: implication for VHS teacher training needs

Abstract

This study proposed a novel approach that integrates qualitative and quantitative methods to identify the competency gaps of VHS teachers in Vocational High Schools (VHSs). It comprised four research steps, namely (1) determining the ideal teacher competencies through Fuzzy Delphi technique, (2) arranging the competency priorities by using the analytic hierarchy process, (3) conducting VHS teacher performance evaluation by using a 360-degree rater, and (4) the competency gaps analysis using the IPA matrix. The sample members involved in this study were 7 experts from the industry, academia, and government, and 50 VHS teachers from several regencies in Bali Province, Indonesia. This study suggested that the gaps analysis between the existing VHS teacher competencies and the ideal ones include (1) the pedagogical competency – the low level of factual knowledge mastery in vocational knowledge and skills; (2) mastery in the application of contents; (3) mastery of content knowledge related to vocational teaching subjects; (4) networking and collaboration between the relevant industry and government; (5) continuous professional development; and (6) entrepreneurship. These findings imply that these needs of competencies should be the focus of teacher training programs for VHS teachers.