Pupuk Setiyono, Nurkolis, Ngurah Ayu Nyoman Murniati

The Influence of Teachers' Professional Competence on the Quality of Learning at State Vocational Schools

Introduction

The influence of teachers' professional competence on the quality of learning at state vocational schools. This study analyzes how teachers' professional competence impacts learning quality in State Vocational Schools in Blora. Discover the positive influence on educational outcomes.

Abstract

The problem in this study is the low quality of education in Indonesia, reflected in the HCI and HDI rankings. In SMK Negeri Blora Regency, the main challenge lies in the managerial competence of principals and professional competence of teachers in improving the quality of learning. This research is based on the concept of human resource quality in education, principals‘ managerial competence (Permendiknas No. 13 Year 2007), and teachers’ professional competence (SNP Article 28 Paragraph 3 point c). The purpose of this study is to analyse the effect of both competencies on learning quality in Blora district state vocational schools. This research uses quantitative research approach and ex post facto research type. The number of research samples was 196 teachers using proportional random sampling. Data were collected using a questionnaire with a linkert scale. The analysis of this research includes descriptive analysis, requirements test, and hypothesis testing including simple linear regression analysis. The results showed that the principal's managerial competence (153.98) and teachers' professional competence (142.3) were in the very good category, while the quality of learning (143.15) was quite good. From the hypothesis testing, it was found that there is a positive influence of the principal's managerial competence on learning quality expressed by the equation Y = 94.108 + 0.319X1, a correlation of 0.325 and a contribution of 42.1%. There is a positive influence of teacher professional competence on learning quality expressed by the equation Y = 94.108 + 0.319X2 with a contribution of 23.8%.

Review

This study investigates the critical issue of education quality in Indonesia, specifically focusing on State Vocational Schools in Blora Regency. The authors examine the influence of principals' managerial competence and teachers' professional competence on the quality of learning, a highly relevant topic given the low national education rankings. The research appropriately grounds itself in established educational policies and concepts of human resource quality. A key finding is that while both principal and teacher competencies are rated "very good" by the respondents, the quality of learning is only "quite good," suggesting a gap or complex interaction of factors. The abstract concludes that both competencies positively influence learning quality, with principal's managerial competence showing a notably higher contribution. From a methodological standpoint, the quantitative, ex post facto design is suitable for exploring the stated relationships. The use of proportional random sampling to select 196 teachers, alongside questionnaires with a Likert scale for data collection, represents standard practice. However, the abstract presents significant inconsistencies in reporting the regression results that warrant careful review. The same regression equation is reported for both principal's managerial competence (X1) and teacher's professional competence (X2), which is mathematically impossible for two separate simple linear regressions. Furthermore, the reported contribution (R-squared) of 42.1% for X1 does not align with the stated correlation of 0.325 (as R-squared would be the square of the correlation in simple linear regression). These discrepancies undermine the clarity and confidence in the reported statistical findings, making a full assessment of the methodology challenging without clarification. Despite the reporting issues, the study addresses an important area with practical implications for improving vocational education. The finding that principal's managerial competence contributes more significantly to learning quality (42.1% vs. 23.8%) is noteworthy and could inform targeted professional development programs for school leaders. For future research, it would be beneficial to correct the statistical reporting errors and potentially explore these relationships using multiple regression to understand the unique and combined effects of both variables. Additionally, a more detailed operationalization of "quality of learning" and perhaps a mixed-methods approach incorporating qualitative data could provide deeper insights into the mechanisms through which these competencies translate into actual learning outcomes.

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