Nur Kholifah, Muhammad Nurtanto, Farid Mutohhari, Hani Subakti, Muhammad Agphin Ramadhan, Nuur Wachid Abdul Majid
This study aims to explore teacher performance based on the roles of family sociology, managerial support and work conditions, as well as the involvement of teacher motivation and professional development among vocational teachers. Data were collected from 381 vocational teachers, and structural equation modeling was used to test the research hypotheses. Our findings indicate that teacher motivation and professional development play crucial roles in enhancing teacher performance. Specifically, managerial support, work conditions and family sociology significantly influence teacher motivation and professional development, which in turn impact teacher performance. Among the variables studied, professional development and teacher motivation were found to be key mediators in the relationship between these factors and teacher performance. This is critical as it provides new insights into how to improve teacher performance through a comprehensive approach. Therefore, interventions focusing on enhancing teacher motivation and professional development, as well as providing optimal managerial support and work conditions, are needed. Additionally, this study reaffirms the importance of family sociology in supporting the psychological well-being of vocational teachers. Our study contributes to a better understanding of the factors influencing teacher performance and provides a basis for developing policies that support teacher professional development. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Fashion Design, Faculty of Vocational, Yogyakarta State University, Yogyakarta, Indonesia; Department of Mechanical Engineering, Politeknik Negeri Jakarta, Demak, Indonesia; Department of Mechanical Engineering Education, University of Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia; Department of Primary Teacher Education, Universitas Widya Gama Mahakam Samarinda, East Kalimantan, Indonesia; Department of Building Engineering Education, Universitas Negeri Jakarta, Jakarta, Indonesia; Department of Information System and Technology Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
