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

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