The Influence of Pedagogical Competence, Work Motivation, and Work Discipline on the Performance of Teachers at Vocational High Schools

Abstract

Vocational High School teacher performance in the digital era often faces gaps between ideal standards and actual conditions, such as lack of learning innovation and suboptimal discipline. This phenomenon underlies this research, considering that teachers are the main asset in determining the quality of vocational education that aligns with the world of work. This study aims to analyze the partial and simultaneous effects of pedagogical competence, work motivation, and work discipline on teacher performance. Using a non-experimental quantitative approach with a survey method, this study involved all 52 ASN teachers at SMK Negeri 1 Batu as respondents through a total sampling technique. Primary data were collected using closed Likert-scale questionnaires and analyzed using multiple linear regression techniques with the help of SPSS software. The results of descriptive statistical analysis showed that all research variables were in the good category. Partial hypothesis testing results showed that pedagogical competence, work motivation, and work discipline had positive and significant effects on teacher performance, with work discipline proven to be the most dominant variable. Simultaneously, the three independent variables significantly influenced teacher performance with a coefficient contribution value based on the determination value of 75.1%, while the remaining 24.9% was influenced by other factors. The synthesis of the main discussion confirms teacher performance is the result of harmonious interaction between ability, motivation, and behavior according to Human Performance Theory. Policy implications require principals to formulate strategies for developing digital competence, rewards, and consistent discipline.