Quantitative analysis reveals that teacher training significantly impacts performance in vocational schools, suggesting improvements in training programs and compensation structures.
This study examines the influence of teacher training, work motivation, and compensation on teacher performance at state vocational high schools (SMK) in Ujungbatu District. Utilizing a quantitative approach with a correlational survey design, the research involved a total population of 86 teachers from two SMK Negeri, selected using total sampling. The results show that the average teacher performance reached 92.37 (SD = 7.87), reflecting an overall satisfactory level of instructional effectiveness among the vocational teachers surveyed. Teacher training showed the most substantial impact, with a regression coefficient B = 0.594 and explaining 27.7% of performance variance. While work motivation had a limited effect when analyzed independently, its influence became notable in the multiple regression model (B = 0.108; β = 0.338), highlighting its mediating role when combined with training and compensation The study recommends that policymakers and educational leaders improve the relevance and accessibility of training programs, ensure transparent and performance-based compensation, and create a positive work culture to sustain teacher motivation.
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Handayani et al. (2025) studied this question.
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