Vocational School Teachers Research Articles

Optimization for Reducing Work Stress through Strengthening Adversity Intelligence, Interpersonal Communication, Tasks Interdependence and Service Quality

A situation where an individual experiences pressure or tension in their work environment which results in the individual responding negatively and feeling burdened in completing their obligations is called Job Stress. Work stress is an unpleasant condition faced by teachers in carrying out the tasks assigned by the institution. Educational institutions have their standards according to the objects of work carried out. Work standards can be set based on main tasks, functions, and responsibilities to obtain optimal results in assessing performance, but if an employee is assigned tasks that do not comply with the standards set, he will experience work stress. This research aims to find strategies and ways to reduce work stress in vocational school teachers by researching the influence of interpersonal communication adversity intelligence variables, task interdependence, and service quality. This research uses the path analysis method to determine the influence between the variables studied and the SITOREM method for indicator analysis to obtain optimal solutions to reduce work stress in vocational school teachers.

Optimal Strategy to Improve the Quality of Vocational Teacher Services through Knowledge Management, Interpersonal Communication, Organizational Support and Job Satisfaction

Customer perceptions regarding the comparison between fulfilling needs and desires and the accuracy of delivery to balance customer expectations which are closely related to the quality of products, services, and human resources are called Service Quality. Teachers are the main aspect and key determinant of successful learning, policy implementation, and creative, innovative efforts, as well as the democratization of education. Teachers are the main players and spearheads in the world of education. Therefore, the existence of programs that concretely always support, accompany, and help to continue to develop the personal and professional qualities of teachers is a guarantee for brilliant education. Based on preliminary research, it is known that the permanent foundation teachers (GTY) of PGRI Vocational High Schools (SMK) in Bogor Regency have relatively suboptimal service quality. Therefore, research is needed to obtain information on variables related to improving service quality. This research aims to make efforts to improve the quality of service for vocational school teachers by researching the influence of the variables knowledge management, interpersonal communication, organizational support, and job satisfaction. This research uses the path analysis method to determine the influence between the variables studied and the SITOREM method for indicator analysis to obtain optimal solutions to improve the quality of vocational school teacher services.

Optimasi Organizational Citizenship Behaviour (OCB) Guru Sekolah Menengah Kejuruan (SMK) Melalui Penguatan Knowledge Management, Kecerdasan Adversitas, Efikasi Diri, Budaya Organisasi dan Motivasi Kerja

Teachers who successfully carry out their main duties as stated in their job descriptions plus the awareness of doing something extra are the key to organizational success. Extra activities that are not directly related to the formal reward system in place are called OCB (Organizational Citizenship Behavior). Based on preliminary research, it is known that permanent foundation teachers (GTY) of PGRI Vocational High Schools (SMK) in Bogor Regency have relatively low OCB. Therefore, research is needed to obtain information on variables related to increasing OCB. The aim of this research is to make efforts to increase vocational school teachers' OCB by conducting research on the influence of knowledge management variables, self-efficacy adversity intelligence, organizational culture and work motivation. This research uses the path analysis method to determine the influence between the variables studied and the SITOREM method for indicator analysis in order to obtain optimal solutions in efforts to increase vocational school teachers' OCB.

Digital Frontiers: Investigating the Impact of Online Teaching Engagement on Thai Teachers’ Self-Efficacy and Burnout amid the Covid-19 Pandemic

This study aims to investigate experienced Thai teachers’ experiences of burnout during online teaching and learning, and examine how teachers’ self-efficacy and burnout levels impact their teaching performance. The research concerns differences in perceptions of emotional exhaustion, depersonalization, personal accomplishment/assessment, teachers’ self-efficacy, and online teaching performance among teachers in Thailand. The sample selection was conducted using a stratified random sampling technique. Data collection involved self-reported surveys from 243 elementary, secondary, and vocational schoolteachers in metropolitan areas and Thailand’s north, northeast, east, and south regions. MANOVA and correlation analysis were employed to analyze burnout, teachers’ self-efficacy, and teaching performance. The results indicated differences in online teaching performance and teachers’ self-efficacy between two groups: high-risk and moderate-to-low risk of burnout. Teachers with a low risk of burnout demonstrated higher self-efficacy and better performance during online teaching. The study identified two burnout subscales—emotional exhaustion and depersonalization—originally included in the Maslach’s burnout inventory. However, we also incorporated teachers’ online teaching performance into the assessment, necessitating modifying the Maslach Burnout Inventory. Regarding implications, we recommend practical applications in policy improvements related to teachers’ mental support and reducing burnout causes while enhancing online teaching performance.

Identity of Vocational Education and Training Teacher: Pathways and Competences

A teacher’s identity can be understood as comprehensive approach to the self-concept of the teacher and the teacher’s external environment. The teacher’s identity already begins to form during the teacher’s preparation for the future teaching profession. The requirements about necessary education and requested competences for the teaching profession are usually set by the state institution such as Ministry of Education. Even though the current conditions for becoming a vocational education and training (VET) teacher are relatively strict, in practice there are teachers in secondary vocational schools whose preparation for the profession varies greatly. It often happens that VET teachers have undergone a transition from the practical economic sphere to the teaching profession, transition from the branch expert to the VET teacher. Vocational education is an important part of the education system, preparing pupils directly for the labour market needs. For most pupils, it is the last formal form of education in their lives. In the Czech Republic, approximately 70% of the population is educated in vocational education every year. The paper identifies main pathways to the identity of VET teacher, consisting of the professional identity of an expert in relevant field and the professional identity of a teacher. When the identity of VET teacher is created, there is often a "boundary crossing" associated with the creation of a new identity, or problems with the loss of the original identity. The intertwining of the teacher’s identity areas subsequently affects development of wider spectrum of competences. These competences need to be developed in the preparation of VET teachers or they can be related to the requirements for the performance of the profession of VET teacher. They can be divided into general pedagogical competences, competences in the field of branch didactics and professional competences of the expert in relevant field. Teachers also participate in the implementation of the curriculum in a particular school and thus become part of the practical side of educational policy. The above-mentioned approaches thus create the basis for the subsequent investigation of "teacher agency" in the conditions of vocational education.

The Developing an Emotion Regulation Training Module for Improving Emotion of Regulation of Adolescents in Muara Bulian Class II Youth Correctional Facility

Implementation of guidance still needs to be maximally carried out, especially in the low emotional regulation of adolescents; this is because the implementation of media has not been maximally used. This study aims to develop a module for improving adolescents' emotion regulation in the Muara Bulian class II youth correctional facility (LPKA). Then, the module can be used as a medium of guidance. This study used research and Development (R&D) research. It used the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The study was carried out at LPKA Muara Bulian. Data collection techniques in the research were the collection of test and non-test data. The data analysis technique used in this research was quantitative descriptive. The results show: 1) The assessment results from media experts can be categorized as “very feasible" with a proportion value of 96.42%; the assessment results from material experts can be categorized as “very feasible" with a proportion value of 97.2%. The results of the trial on LPKA counselors showed 89.1%. The trial's results on vocational school teachers showed results of 85%, based on usability, material accuracy, presentation, and appearance. media characteristics are appropriate and included in the outstanding category.

Increasing the Readiness of Vocational School Teachers for Competition in the Industry 4.0 Era by Strengthening Practical and Transferable Skills

This research aims to improve the competency and expertise of Vocational School (VS) teachers majoring in Sharia Banking by strengthening their practical and soft skills. This program has two primary outcomes: first, an increase in vocational teachers' knowledge and practical skills, and second, sending four participants to obtain professional competency certification at basic career levels. Such programs for educators need to be further developed in the future so that VSs can generate graduates who are ready to compete in the Industry 4.0 era.

Simple Control System Training for Students and Teachers of Vocational School in Purwakarta

Simple Control System Training for Students and Teachers of Vocational School in Purwakarta

English Corner at PGRI 7 Vacational High School English Room for Students at SMK PGRI 7

The Community Partnership Program (PKM) aims to increase the creativity of English teachers and overcome several problems such as lack of understanding of learning methods, administrative limitations, learning tools and infrastructure. The solutions offered include providing training to vocational school teachers, providing learning tools according to the curriculum, making teaching aids, building adequate facilities and infrastructure, and holding training to design innovative learning tools. Solution methods for partners involve Information Technology (IT) training, using media and conversation modules as teaching materials, as well as providing English conversation modules for vocational students. Apart from that, internships are recommended for STKIP Bina Insan Mandiri students. The target of this PKM activity is to help English teachers improve the learning process and learning outcomes, as well as increase vocational school students' ability to communicate actively using English through conversation.

Comprehensive Study Enhancing Quality Of Education In Indonesia: Leadership, Work Environment, Motivation Among Vocational School Teachers

The Covid-19 pandemic's end led to rapid adaptation in the education sector with a shift to online learning for approximately 2 years. This prolonged duration resulted in a decline in education quality evident in online learning. Post-pandemic research aims to analyze the impact of leadership, work environment, and work motivation on vocational teachers in Indonesia. Regression analysis demonstrates that these factors collectively influence education quality. However, partial analysis reveals insignificant effects of leadership, while the work environment significantly impacts education quality. Motivation and teacher performance show no significant contributions to education quality. Further research recommendation includes using longitudinal analysis over an extended period to assess variable-related changes.

THE INFLUENCE OF COMPETENCY, COMMUNICATION, COMMITMENT, AND LEADERSHIP ON TEACHER PERFORMANCE VOCATIONAL SCHOOL

This research aims to provide an overview of the influence of teacher competence, communication, commitment and leadership on the performance of Yadika Vocational School teachers throughout Banten. The approach used in this research is quantitative with a basic research model and causality research to analyze the influence of the independent variable on the dependent variable. Primary data collection uses questionnaires and library data as secondary data. The population is permanent teachers and non-permanent teachers with the sample being permanent foundation teachers totaling 27 people. The data was processed using SPSS version 25. The results of the research show that (1) Variables of competence, communication, commitment and leadership simultaneously influence teacher performance with a percentage of 59%. Meanwhile, 41% is influenced by other variables not examined in this research, (2) Competence partially influences teacher performance, (3) Communication partially influences teacher performance, (4) Commitment partially influences the performance of teachers, and (5)Leadership variable partially influences teacher performance.

Optimization for Increasing Teacher Performance through Strengthening Teamwork, Interpersonal Communication, Adversity Intelligence, and Work Motivation

In educational institutions, teachers are a core part of the management element. Teacher Performance Assessment is an assessment of each item of the teacher's main task activities in the context of career development, rank, and position. The implementation of a teacher's main duties cannot be separated from a teacher's ability to master knowledge, skills, and attitudes in carrying out their duties as a professional educator. To improve teacher performance, research is needed to obtain good information regarding other variables that can be used to improve teacher performance. This research aims to make efforts to improve teacher performance by researching the influence of teamwork, interpersonal communication, adversity quotient, and work motivation. This research uses the path analysis method to determine the influence between the variables studied and the SITOREM method for indicator analysis to obtain optimal solutions to improve teacher performance. The population of this study was 289 PGRI Vocational School teachers in Bogor Regency. A sample was taken from this population using the Slovin formula and a sample of 168 people was obtained. The results of the analysis using the path analysis method show that there is a positive influence between teamwork and teacher performance with a large effect of βz1 = 0.254 so that strengthening teamwork can improve teacher performance. There is a positive influence between adversity quotient and teacher performance with a large effect of βz2 = 0.179 so that the strengthening of interpersonal communication can improve teacher performance. There is a positive influence between interpersonal communication and teacher performance with a large effect of βz3 = 0.183 so strengthening the adversity quotient can improve teacher performance. There is a positive influence between work motivation and teacher performance with a large effect of βz4 = 0.292 so strengthening work motivation can improve teacher performance. From the SITOREM analysis, the optimal solution is obtained, namely from the 27 indicators studied 14 indicators are in good condition so these indicators only need to be maintained or developed, and 13 indicators are still weak and need to be improved. Improvements to indicators that are still weak are complemented by a priority order for their handling. Good indicators are: 1) Ownership, 2) Resilience, 3) Achievement, 4) Job attachment, 5) Good supervision, 6) Adequate rewards, 7) Trust, 8) Harmony, 9) Completeness, 10) Empathy, 11) Openness, 12) Positivity, 13) Work Productivity and 14) Quantity of Work Results Indicators that need to be improved in order of priority for handling are as follows: 1st Control, 2nd Authenticity, 3rd Desire to get appreciation and recognition, 4 th Job Guarantee, 5 th Desire for power, 6 th Accountability, 7 th Group Goal Orientation, 8 th Coordination, 9 th Support, 10 th Equality, 11 th Quality of Work, 12 th Work Effectiveness, 13 th Work Efficiency.

The Impact of Teacher Certification, Academic Supervision, and Teaching Facilities on Improving the Quality of Education with Learning Quality as an Intervening Variable in Vocational Schools around Grobogan Regency

Improving the quality of education is important that the human resources produced are of good quality. However, the quality of education in Indonesia needs attention because it can be seen from the large number of unemployed, dominated by vocational school graduates, namely 10.38%. Conditions that were not much different were also seen in Grobogan Regency, where the number of A-accredited vocational schools only reached 13.79%, meaning that the quality of education in this area needs to be improved. This research aimed to reveal the impact of teacher certification, academic supervision, and teaching infrastructure on the quality of education toward the quality of learning in vocational schools around Grobogan Regency. A total of 93 vocational school teachers were selected as research samples based on Slovin's calculations. Data obtained from filling out questionnaires by respondents were analyzed using path analysis and Sobel test. The research results showed that there was a direct impact of teacher certification, academic supervision, and teaching infrastructure on the quality of learning. Not much different, teacher certification, academic supervision, infrastructure, and quality of learning also have a direct impact on the quality of education. Based on the Sobel test calculations, there was an indirect impact of teacher certification, academic supervision, and teaching infrastructure on the quality of education toward the quality of learning. The implication was that improving the quality of education can be done by increasing the quantity and quality of teacher certification, implementing optimal supervision by school principals, and providing adequate infrastructure then it can support a quality learning process. Keywords: Quality of Education, Quality of Learning, Academic Supervision, Teacher Certification.

The Effect of Participative Leadership on Organizational Commitment with Impact on Work Productivity Vocational School Teachers in Mataram City

The productivity of vocational school teachers in Mataram City is low, teacher performance is influenced by head leadership and work motivation. The purpose of this study was to determine the effect of participatory leadership on organizational commitment and its impact on the work productivity of vocational schoolteachers in Mataram City. This research method is quantitative. The technique of determining the sample was 721 people randomly based on Morgan's theory confirmed by the Warwick and Lininger formula to obtain data for 259 teachers. Hypothesis analysis using Structural Equation Modeling - Partial Least Squares technique. The results of the study are; (1) participative leadership has a direct positive and significant effect on organizational commitment as evidenced by the T-Statistic 7.835 and P-Values 0.000; (2) participative leadership has a direct positive and significant effect on teacher performance as shown by the T-Statistic 7.007 and P-Values 0.000; (3) organizational commitment has a direct positive and significant effect on teacher performance shown T-Statistic 2.226 and P-Values 0.012 (4) participative leadership has an indirect effect on work productivity through organizational commitment with T-Statistic 2.606 and P-Values 0.009. The finding of this study is that organizational commitment mediates the effect of participatory leadership on the work productivity of vocational school teachers in Mataram City. It is concluded that participative leadership affects organizational commitment and organizational commitment.

The Effectiveness of ICT-Related Training in Increasing the Competence of Vocational School Teachers

Vocational schools are specifically designed to produce graduates ready for the job market and industry. In vocational schools, teachers have an important position. Therefore competency development is a must related to ICT. This study describes the effectiveness of ICT competency development training and its correlation to vocational teachers' competence. The research method is carried out by reviewing relevant previous studies and then drawing a result and conclusion. There are two main results of this research. First, ICT-related training has a positive influence on the competence of teachers as participants. Second, the positive impact of training is only felt on a small scale, so that teacher competence on a large scale (Indonesia) still needs to be improved.

Influence of Professionalism, Work Motivation and Commitment on The Performance of PGRI Lumajang Vocational School Teachers

This research aims to find out: (1) the effect of professionalism on the performance of PGRI Lumajang Vocational High School teachers (2) the effect of motivation on the performance of PGRI Lumajang Vocational High School teachers (3) understand what commitment teachers have to maintain the performance of Lumajang Vocational High School teachers. The research method used is descriptive quantitative. The subjects of this research were all 34 teachers of the PGRI Lumajang Vocational High School. The illustration for this research was taken from the population of the large number of teachers at the PGRI Lumajang Vocational High School with a questionnaire distribution instrument. Analysis of the information used using multiple linear regression analysis. Based on the results of the analysis of information showing that teacher professionalism does not affect teacher performance with a sig.t value of (X1) 0.080 > 0.05 and t count (1.811) < t table (2.042).

Peran Guru PAI dalam Mencegah Radikalisme di SMK Nurul Huda Desa Gingging, Kecamatan Bluto, Kabupaten Sumenep

His research uses a type of field research (field study) using a qualitative approach. PAI teachers at Nurul Huda Vocational School play an important role in preventing radicalism. He designed a radicalism prevention program in three parts, namely Prevention, Supervision and Development. Not all activities he plans can be implemented well. However, in general the activities carried out by PAI Vocational School Teacher Nurul Huda are sufficient to describe himself as a teacher, guide, trainer and educator. 6 activities lead to confinement as a Teacher, 3 activities direct to confinement as a Guide, 5 activities direct to confinement as a Trainer, and 3 activities direct to confinement as an Educator. Second, there are obstacles in implementing the radicalism prevention program designed and implemented by PAI teachers at Nurul Huda Vocational School. These include the minimal ability of students to write scientific papers, the lack of audio-visual facilities, no funds allocated by schools for radicalism prevention programs, minimal internal motivation within students, and the internet which allows students to be exposed to radicalism at any time.

How to Improve the Quality and Effectiveness of Chemistry Teaching in Vocational Schools

For students in vocational schools, their performance in chemistry study in junior high school is generally not ideal, and they attach little importance to chemistry in junior high school. Even some students think that it is useless to learn chemistry and do not want to spend time on this subject. However, the current psychological pressure of vocational school students is generally large, which leads to their low enthusiasm and initiative in chemistry learning in junior high school, which seriously affects the quality and effectiveness of chemistry teaching. Therefore, the chemistry teachers in vocational schools need to improve the teaching quality through a series of effective measures, so as to enhance the students' interest in learning this subject.

Peningkatan Kompetensi Digital Guru SMK Melalui In House Training

The aim of this community service activity is so that teachers at SMK Negeri 2 Parepare City have understanding and competence regarding the implementation of the independent curriculum. One of the materials is Increasing Digital Competence Through In House Training. The method used is coordination and synchronization with partners, namely the teachers of Negeri 2 Parepare, training and mentoring on the Digital Electronic Archives System system. The results obtained are 1) Increased information and insight among vocational school teachers, 2) Vocational school teachers also have skills in using digital-based filing system software, 3) More than 80% of vocational school teachers have excellent digital-based filing system skills. ..

Teacher Resilience and Coping with Teacher Stress in Vocational Schools

The aim of the proposed study is to present the partial results of research activities focused on vocational school teachers’ resilience realized within the grant project IGA003DTI/2022. The present study aims to examine the existence of associations between teacher resilience and years of teaching experience. The research sample consisted of 474 vocational school teachers in Slovakia. The level of their teacher resilience was measured by The Connor–Davidson Resilience Scale CD-RISC-25SLOVAK. The scale measures seven dimensions—Hardiness, Coping, Adaptability/Flexibility, Meaningfulness/Purpose, Optimism, Regulation of emotion and cognition, and Self-Efficacy. The findings confirmed the existence of associations between teacher resilience and years of teaching experience as novice teachers and teachers with ten or fewer years of teaching experience achieved lower scores in the scale than their more experienced colleagues. Although we are aware of the limits of the research study given the size and composition of the sample, the findings suggest that years of teaching experience can be considered an important variable from the aspect of teacher resilience and it is important to pay increased attention especially to novice teachers’ well-being and building their resilience, e.g., by providing guidance through developing effective coping strategies. As there are a lack of available data on vocational school teachers’ resilience, the present findings have the potential to broaden the existing knowledge and have implications for further research.