Training quality and work motivation predict vocational high school teacher performance effectively

Marliza Deviana; Eko Indrawan; Ika Parma Dewi; Jonni Mardizal

doi:10.32698/02872

Training quality and work motivation predict vocational high school teacher performance effectively

Marliza Deviana⁽¹⁾, Eko Indrawan⁽²⁾, Ika Parma Dewi⁽³⁾, Jonni Mardizal⁽⁴⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia
(3) Universitas Negeri Padang

Indonesia
(4) Universitas Negeri Padang

Indonesia

Corresponding Author

DOI : https://doi.org/10.32698/02872

Full Text:

Language : en

Abstract

This study examined the effects of Training Quality and Work Motivation on Teacher Performance among vocational high school teachers. A quantitative explanatory survey was conducted involving all 31 teachers at SMKN 7 Sijunjung using a census sampling technique. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.1.0.8. The measurement model demonstrated satisfactory reliability and validity. Training Quality had the strongest positive effect on Teacher Performance (β = 0.646, p < 0.001), followed by Work Motivation (β = 0.416, p < 0.001). Together, both variables explained 64.9% of the variance in Teacher Performance (R² = 0.649). Enhancing teacher performance requires integrating high-quality professional development with strategies that strengthen teachers' work motivation

Keywords

Teacher Performance; Training Quality; Work Motivation; PLS-SEM

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