Vocational School Teachers Research Articles

The impact of mobile social media on knowledge sharing among vocational school teachers: A social cognitive career perspective

In the rapidly evolving field of information systems, the role of mobile-based social media as a platform for knowledge sharing among vocational schoolteachers presents both opportunities and challenges. This study addresses a critical gap in the understanding of how psychological factors (such as self-efficacy) and contextual factors (such as trust environments) influence knowledge-sharing behaviours in information systems. This study includes 332 vocational schoolteachers and employs structural equation modelling to examine how psychological and contextual factors enhance or inhibit sharing intentions. The results revealed that psychological factors significantly impact sharing intentions, whereas contextual factors bolster self-efficacy and behaviours. The findings offer valuable insights into the optimisation of information systems environments to facilitate effective knowledge sharing, thereby contributing to enhanced collaborative practices and technology adoption in educational settings. This research underscores the need to integrate social cognitive career theory into information systems to better understand the complex dynamics of knowledge sharing on mobile platforms.

Factors Affecting the Use of ICT by Teachers at Nan Yang Technician College, China

Background and Aims: Nowadays, the application of information and communication technology in education is becoming increasingly widespread, which poses new requirements for the ICT application ability of teachers. The aim of this study is to explore: (1) The ICT ability level of teachers at Nan Yang Technician College; and (2) Factors affecting the ICT ability of teachers at Nan Yang Technician College. Methodology: The data was collected from 185 Chinese teachers from a technician school engaged by using the questionnaires and analyzed by Mean, standard deviation, and one-way ANOVA. Results: Research has found that: (1) The overall ICT application ability of teachers at Nan Yang Technician College is at a good level (M=3.56). From the five dimensions, only the evaluation and diagnosis dimensions are at a poor level (M=2.68; SD=0.92). The Technician literacy dimension (M=3.86; SD=0.65) and the learning and development dimension scored the highest (M=3.87; SD=0.62), both reaching a good level. The dimensions of planning and preparation (M=3.19; SD=0.64) and organization and management (M=3.35; SD=0.98) are at a moderate level. (2) There are significant differences in ICT application abilities among teachers of different age groups. The overall level of young vocational school teachers is higher than that of older teachers, especially in terms of planning and preparation, as well as organization and management. There is no significant difference in ICT application ability among teachers of different genders, educational levels, and teaching majors. Conclusion: The overall score of ICT application ability of teachers at Nanyang Technician College is at a good level, but it is relatively low compared to teachers from similar schools. The evaluation and diagnosis dimensions are at a poor level. In terms of influencing factors, age has a significant impact on the teachers of Nanyang Technician College. The ICT application ability score of older teachers is significantly lower than that of younger teachers. The ICT application ability of older teachers needs to be paid attention to. Other factors such as gender, education level, and the courses taught have no significant impact on the ICT application ability of teachers. Based on the analysis of research results, this study suggests that unique ICT enhancement strategies should be developed for different age groups of teachers. The development of learning activities should be based on the analysis of the teacher's situation, such as strengthening the evaluation and diagnostic abilities of teachers.

The Role of Organizational Commitment in Mediating the Influence of Work Motivation on Teacher Performance in State Vocational High Schools in Kendari City

This research analyzes the mediating role of organizational commitment in mediating the influence of work motivation on the performance of state vocational school teachers in Kendari City. Using quantitative methods with an explanatory research approach, this study involved 196 respondents from 7 state vocational schools in Kendari City, selected through purposive sampling. The results show that work motivation positively and significantly affects organizational commitment (path coefficient 0.510, p-value 0.000) and teacher performance (path coefficient 0.486, p-value 0.000). Organizational commitment has a significant effect on teacher performance (path coefficient 0.362, p-value 0.000). Mediation analysis confirms work motivation influences teacher performance through organizational commitment (path coefficient 0.184, p-value 0.000). In conclusion, work motivation is important for increasing a teacher's organizational commitment and improving teacher performance. The Southeast Sulawesi Provincial Government, in this case the education department, is advised to carry out regular monitoring of teacher performance and the effectiveness of training programs that have been implemented. This evaluation is important to ensure that the program meets the needs of teachers and students. It is recommended that further research use longitudinal studies and be carried out by comparing the influence of work motivation in various types of schools (for example, private versus public) or comparing vocational schools versus high schools. to gain greater insight into the dynamics of motivation in the education sector.

Pengaruh Sertifikasi Guru Terhadap Profesionalisme Guru SMK Se-Kabupaten Boalemo Kabupaten Boalemo.

This study uses a quantitative approach. The data collection methods used in this research are observation, questionnaires and documentation. The population in this study were all vocational school teachers in Boalemo Regency, totaling 105 teachers, while the sample in this study was 27 students. The analytical method used is simple linear regression. The research results show that there is a positive and significant influence between Teacher Certification and Teacher Professionalism. A comparison of the tcount value which is greater than the t table shows that the research has a positive and significant effect. Then the results of testing the coefficient of determination show a value of 0.559, which means 55.9% of the Teacher Professionalism variable which is explained by the Teacher Certification variable. In other words, the higher the teacher certification, the higher the teacher professionalism.

Leveraging Canva to create a biographical recount text for vocational secondary students in ESP instruction

Integrating technology into English for Specific Purposes (ESP) instruction is essential for adapting to rapid technological advancements, and Canva offers significant potential in this area. However, research on Canva has mainly focused on general English instruction, with limited examination of its application in ESP. This study explores how vocational secondary school teachers used Canva to teach biographical recount texts in an ESP context, along with the rationale behind this choice. A qualitative study was conducted at SMKN 13 Malang, West Java, within the Merchant Nautical Ship Department. Data were collected through classroom observation and interviews with an experienced English teacher. Observations revealed the structured steps of using Canva to teach biographical recount texts, enabling more active students’ participation in class. Canva was chosen for its practical benefits, including students’ familiarity with the platform, ready-to-use templates, and the potential to boost students’ creativity, all of which support its effective use in vocational education.

Teaching competencies of automotive engineering vocational school teachers in East Kalimantan

This study aimed to examine the factors that classify teacher competencies, based on good and bad educator certificates. The method used in this research is discriminant analysis. This study used a questionnaire survey method. The sample in this study was 54 teachers of the Light Automotive Engineering Vocational High School. The findings of this study revealed several key points: first, there is a significant average difference between competent and non-competent teachers based on the factors evaluated. Second, a discriminant function model was developed from the data, which effectively distinguishes between teacher competencies. Lastly, the model demonstrated a high prediction accuracy, successfully classifying teachers as competent or non-competent with a high degree of reliability. Therefore, this discriminant model can be utilized to assess teacher competency effectively. Keywords: Automotive teacher competence; competencies; teachers; vocational high schools.

Mathematics Professional Teacher Education (TPE) Participants Viewed From Technological Pedagogical Content Knowledge (TPACK)

Teachers and prospective teachers are required to carry out learning to master and continue to develop Pedagogical Content Knowledge (PCK) competencies, even now they are required to master technology and then PCK competencies are developed into Technology Pedagogical Content Knowledge (TPACK). A mathematics teacher must of course master mathematical skills because this is the main asset for teaching the material. This research aims to analyze the perceptions of in-service PPG participants regarding the professionalism of mathematics teachers based on the TPACK framework. This research is a qualitative research. The subjects of this research were 7 prospective mathematics teachers from 30 participants, where the sample was taken by sampling, namely by taking participants from vocational school teachers on the grounds that participants who taught vocational schools had challenges where the students' orientation was ready to work so they were less enthusiastic about mathematics lessons. The research data is in the form of findings from an analysis of prospective teachers' mathematical ability profiles. It is hoped that these findings can be used as a basis for further theory.

Development of a Guided Inquiry-Scientific Laboratory (GISL) Based Health Chemistry Practicum Module

Chemistry practicum learning requires a comprehensive approach, which improves understanding of concepts and develops various essential skills needed in the professional and academic world. This research aims to develop a Guided Inquiry-Scientific Laboratory-based Health Chemistry module and conduct empirical feasibility tests. This module is designed with a guided inquiry approach integrated with scientific methods in laboratory activities. The practicum module was developed for second-grade vocational school students in health expertise with material covering colloids, hydrocarbons, polymers, biomolecules, and chemical separation. This development research uses the Borg and Gall model, which consists of planning, organizing, implementing, assessing, and analyzing data. This research was only carried out to the validation stage by material experts, media experts, peer reviewers, and reviewers (five Health Vocational School teachers). The assessment carried out by the reviewer includes eight assessment aspects with 30 assessment indicators. Data was collected through questionnaires, observations, and interviews. Data analysis was carried out descriptively, quantitatively, and qualitatively, guided by ideal assessment criteria to determine the quality of the practicum module. The research results show that the Guided Inquiry-Scientific Laboratory (GISL) based Health Chemistry practicum module that has been developed has a score of 132.52 with an ideal percentage of 88.3467% in the very good (SB) category. This indicates that this module is suitable for use in health chemistry practicum learning, and it is hoped that this research can be continued at the next stage.

Investigating the Impact of Tenure, Training Intensity, and Work Motivation on Pedagogic Competence: Implications for Private Vocational School Teachers’ Performance in the Magelang Regency

Investigating the Impact of Tenure, Training Intensity, and Work Motivation on Pedagogic Competence: Implications for Private Vocational School Teachers’ Performance in the Magelang Regency

KINERJA GURU DITINJAU DARI SERVANT LEADERSHIP KEPALA SEKOLAH DAN KOMPETENSI GURU DI SMK PASUNDAN KOTA BANDUNG DAN CIMAHI

This study aims to Influence Servant Leadership and Teacher Competence on Teacher Performance. Each leader has a different leadership style but still plays an important role in leadership. A leader who serves is a leader with integrity, able to delegate tasks to his subordinates and is effectively carried out if the leader can make the right decisions in all conditions and situations. Servant leadership practices can also be implemented in educational institutions. Schools as academic institutions that carry out the education and learning process for students are highly determined by the leadership practices carried out by the principal. This study aims to analyze the influence of the principal's servant leadership and teacher competence on teacher performance in Vocational High Schools (SMK) within the Pasundan Secondary Basic Education Foundation (YPDM) in the Bandung-Cimahi area. The research method used is a quantitative method with a survey approach. The research sample consisted of 117 teachers who were randomly selected from 165 teachers in several vocational schools in the region. Data was collected through questionnaires and analyzed using path analysis, data analysts using the SmartPLS 4 application The results of the study were descriptive to the three variables studied in the "Good" category, while the verifiable analysis showed that the principal's servant leadership and teacher competence significantly had a positive effect on teacher performance, both partially and simultaneously. The implication of this study is the importance of developing the principal's servant leadership and improving teacher competence to improve teacher performance in Vocational High Schools (SMK).

Introduction to Interactive Video-Based E-Learning to Improve Critical Thinking Skills in Vocational High School Students

This Community Service (PKM) activity aims to introduce interactive video-based e-learning to improve critical thinking skills in Vocational High School (SMK) students. Critical thinking skills are essential in facing the challenges of the world of work, especially for vocational school graduates. This activity was conducted online through the Zoom application, involving vocational school teachers as the main participants. The training focuses on using interactive videos as a learning medium that integrates interactive elements such as reflective questions, simulations, and problem-solving tasks to stimulate active student engagement. The evaluation was carried out through pre-test and post-test tests that showed a significant improvement in students' critical thinking skills, with an average post-test score of 80, an increase from 65 in the pre-test. In addition, a survey of teachers showed that 85% of participants benefited from using interactive videos to make learning more engaging and effective. However, some challenges related to internet infrastructure and students' technical ability to access video were identified. As a solution, materials are also provided offline. The results of this activity show that interactive video-based e-learning effectively improves the critical thinking skills of vocational school students. Hopefully, this method can be adapted more widely in the context of vocational education and contribute to developing the quality of education in Indonesia.

Improving Interpersonal Communication Skills In Forming Organizational Commitment At Telekomedika Vocational High School In Bogor

Interpersonal communication is communication between a communicator and a communicant. This type of communication is considered the most effective in changing someone's attitude, opinion or behavior, because of its dialogic nature in the form of a conversation. Commitment to the organization means the level of trust and acceptance of the workforce towards the goals of the organization and the desire to remain in the organization which is ultimately reflected in the problems above. This research has several objectives, namely to analyze interpersonal communication skills between school principals and Telekomedika Vocational School teachers and to analyze the organizational commitment of Telekomedika Vocational School teachers. This research uses descriptive qualitative, with the data collected mostly in the form of words or images rather than numbers. The subjects in this research were leaders, teachers and staff at Bogor Telekomedika Vocational School. The research carries out analysis of the data obtained through interviews and other documents by combining and selecting data that is close to suitability related to the research study. The results of the research show that interpersonal communication can be done by improving communication so that they are more motivated to complete the work given by the organization, developing a positive attitude and attention to work in each teacher, setting work goals and trying to improve teachers' work knowledge. It is known that teachers' organizational commitment at Telekomedika Vocational Schools means that teachers as educators and instructors should have a commitment to the organization as a process that is not only limited to creating new ideas or thoughts. The idea must be implemented through an adoption process, and adoption is the decision to use commitment to the organization as a whole as the best course of action.

Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence

AbstractArtificial intelligence (AI) competence in education is a set of skills that enable teachers to ethically and responsibly develop, apply, and evaluate AI for learning and teaching processes. While AI competence becomes a key competence for teachers, current research on the acceptance and use of AI in classroom practice with a specific focus on the required competencies of teachers related to AI is scarce. This study builds on an AI competence model and investigates predispositions of AI competence among N = 480 teachers in vocational schools. Results indicate that AI competence can be modeled as combining six competence dimensions. Findings suggest that the different competence dimensions are currently unequally developed. Pre- and in-service teachers need professional learning opportunities to develop AI competence.

Pengaruh simultan dan parsial supervisi kepala sekolah, disiplin kerja, dan lingkungan kerja terhadap kinerja guru SMK di Wonosobo

Purpose – The purpose of this study was to determine the effect of principal supervision, work discipline, and work environment on the performance of vocational high school teachers in the Wadaslintang sub-district of Wonosobo district both simultaneously and partially . Method − T This research uses a quantitative approach. The sample in this study was 88 teachers. Data collection using survey techniques, with a questionnaire as the research instrument. The analysis used is multiple linear regression analysis Findings − The results showed that: (1) There is a positive and significant effect of principal supervision, work discipline, and work environment together on the performance of vocational high school teachers in the Wadaslintang sub-district of Wonosobo Regency. (2) There is a positive and significant effect of principal supervision on the performance of vocational school teachers in the Wadaslintang sub-district of Wonosobo Regency. (3) There is a positive and significant effect of work discipline on teacher performance at SMKs in Wadaslintang Sub-district, Wonosobo Regency. (4) There is a positive and significant effect of the work environment on the performance of teachers at SMKs in Wadaslintang Sub-district, Wonosobo Regency.

How do Technical Vocational School Teachers Deal with Artificial Intelligence in the Classroom? An Attempt to Analyze AI Use at German VET Schools

This paper examines how selected vocational schools in Germany are dealing with the integration of artificial intelligence into the school context and how vocational school teachers and their students are undertaking initial attempts and projects to integrate various technologies and AI into teaching practice. The focus here is primarily on the concrete practical teaching level in vocational schools, so that the content and methods of teaching by vocational school teachers and the concrete technological applications are considered. The first pilot applications of AI systems at vocational schools are the focus of interest, so that a selection of 5 AI-committed schools are presented in this article (predominantly automation and robotic projects). The investigation took place as part of the Erasmus+ project AI Pioneers, which consists of an international consortium working to establish a VET network with regard to the integration of AI in educational settings.

Secondary School Teachers’ Educational Philosophies: Differences Regarding Work Experience, Type of School, and Education Programs

Teachers’ educational philosophies have a great influence on teachers’ actions in the classroom. They are partly influenced by the dominant pedagogical paradigm expressed in the strategic educational documents, but there are also some other factors that influence teachers’ educational philosophies. This research aimed to determine secondary school teachers’ educational philosophies and whether they differ in relation to a teacher’s work experience, type of school, and educational program. A total of 355 secondary school teachers in Split–Dalmatia County in the Republic of Croatia participated in the research. The philosophy preference assessment scale consisting of two subscales (traditional and contemporary educational philosophies), was applied. The results showed that: secondary school teachers generally agreed more with contemporary than traditional educational philosophies; grammar school teachers agreed more with contemporary and vocational school teachers with traditional educational philosophies; the education program was a significant factor only for the subscale of traditional educational philosophies; and years of work experience was not a significant factor for either subscale. The results are discussed in the context of the relationship between teachers’ educational philosophies, values, beliefs, and teaching experiences and the need for teachers to raise awareness of their educational philosophies and continuously compare and harmonise them with their educational practice.

Research on Application and Quality Evaluation of Intelligent Teaching Model of AI Three Teachers in the Course of Motion Control Technology

Motion control technology is an important branch of automation, and is one of the important development directions of the emerging industry of high-end equipment manufacturing. As a comprehensive discipline with the intersection of mechanical, electrical and electronic, its teaching mode faces many challenges. There are practical problems that need to be solved, such as teaching content not matching seamlessly with post knowledge and skill literacy requirements, teaching project design is not high in modularity, and teaching evaluation system is not perfect. These problems seriously restrict the cultivation of students' technical practical ability. This project proposes the "intelligent teaching model of AI three teachers for the course of Motion Control Technology", which emphasizes student-centered, builds a core curriculum system that connects with the technology of field engineers in enterprises, and proposes the three-way collaborative teaching and education strategy of "vocational school Teacher + Al Teacher + enterprise tutor" to enable students to participate in learning in an all-round way. And timely access to feedback information, the formation of continuous improvement of the teaching cycle. Optimize the teaching team and teaching mode, improve the teaching quality, meet the diversified learning needs of students, and promote the continuous innovation and development of education and teaching.

Pengaruh Lingkungan Kerja Non Fisik dan Motivasi Kerja Terhadap Kepuasan Kerja Guru SMK Swasta di Kabupaten Maros

This research is a quantitative research that aims to determine whether or not there is an influence of non physical Work Environment and Work Motivation on Job Satisfaction of Teachers in Maros Regency (study on Private Vocational High School Teachers in Maros Regency.) Participants in this study were 129 Private Vocational High School Teachers. The measuring instruments used in this study include three scales, namely the work environment scale, the work motivation scale and the job satisfaction scale. The data analysis method of this study includes normality, linearity, multicollinearity and Multiple Linear Regression tests using SPSS 26 which thoroughly explains the influence between the variables in the study and the series testing. simultaneously.From the results of the analysis, it was found that the t-value produced on the influence of X1 on Y of 3.131 was known to be greater than the t-table, namely 3.131> 1.98 and the significance value produced was 0.002 <0.05, so H0 was rejected and H1 was accepted. It can be concluded that there is a positive and significant influence on the work environment on the job satisfaction of private vocational school teachers in Maros Regency. From the results of the analysis, it was found that the t-value produced on the influence of X2 on Y of 4.412 was known to be greater than the t-table, namely 4.412> 1.98 and the significance value produced was 0.000 <0.05, so H0 was rejected and H2 was accepted. It can be concluded that there is a positive and significant influence on work motivation on the job satisfaction of private vocational school teachers in Maros Regency. From the analysis results obtained and the large F count produced is greater than F table which is 21.501>3.07 and the significance value produced is 0.000<0.05, then H0 is rejected and H3 is accepted. It can be concluded that X1 and X2 together have a large influence on the contribution of the influence of the work environment and work motivation to job satisfaction of 25.4%.

Exploring the Feasibility and Educational Suggestions for Integrating OBE Educational Concepts into Higher Vocational English Courses

In response to the English curriculum standards of higher vocational colleges in both society and the nation, this study explores the feasibility of applying Outcome-Based Education (OBE) concepts into higher vocational English courses. A teaching experiment was conducted with 161 students selected from 4 parallel classes at a public higher vocational college in Guangdong Province. The intervention involved teachers in the experimental class utilizing the "Design Plan for the Application of OBE Educational Concepts in Hotel English Courses" provided by the researchers, while the control class proceeded with regular teaching methods. Following an 8-week intervention period, it was found that students in the experimental class demonstrated significantly higher academic performance compared to those in the control class, indicating the positive impact of integrating OBE educational concepts into higher vocational English courses. At the same time, researchers randomly selected 8 students for semi-structured interviews. The results of the interviews revealed that students in the experimental class responded positively and demonstrated recognition and acceptance of the OBE teaching method. Conclusion: The application of the OBE educational concept in higher vocational English courses is deemed feasible. As a result, the researchers have provided educational recommendations for English teachers in higher vocational schools, aiming to foster innovation and enhance educational quality in the field.

Teacher’s Strategies for Implementing TPACK in Teaching Writing: A Case Study at a Technical Vocational School in Malangbong

This study was designed to find out the EFL Vocational School teacher’s implementation of TPACK and its dominant strategies implemented by EFL Vocational School teachers in teaching writing. This qualitative case study was conducted at a technical vocational school in Malangbong using observation, interviews, and documentation. Research participants were purposively recruited for this study including an English teacher at a technical vocational school in Malangbong. The results of this study showed that teacher has good knowledge about technological advances for teaching writing, especially in the aspects of CK, PK, PCK, TPK, and TPACK. Thus, an EFL teacher must have more concern on developing the TPACK framework of mind. Several problems emerged with its implementation including students' experiences with unsteady internet connections and electrical troubles, such as occasionally occurring in teaching activity that leads to pend or even cancel lessons, and it greatly disrupts the learning process. Concerning the challenges encountered by teachers, schools must always find out ways to solve problems in teaching and understand the concepts of the TPACK framework. Thus, teaching writing using the TPACK framework can be carried out effectively.