Competency and Performance of Certified Productive Teachers of Vocational High School

Abstract

This study aims to describe and compare the competency and performance of productive teachers at Public Vocational High Schools in Kendari City. This research is a comparative descriptive quantitative study with descriptive statistical analysis and Kruskal-Wallis analysis for the comparative test. The number of samples was as many as 123 people who were determined using a purposive sampling technique based on certain criteria. The results of the study showed that there is no significant difference in the average competency of teachers based on certification, while there is a significant difference in the average performance of teachers based on certification, where teachers who have been certified through the PPG program have the highest average. The group of teachers who had been certified through the PLPG program had the second-highest average rank, while productive teachers who had not been certified had the lowest average competency. Furthermore, there is no significant difference in the average competency and performance of teachers based on tenure categories. Teachers with a working tenure of 0 to 15 years have a higher average performance than teachers with a working tenure of 16 to 25 years. Teachers with a working tenure of 26 to 40 years have the highest average performance.

Assessing the Work Performance of Vocational High School Teachers in Gunung Kidul: A Survey

“…The aspect of teaching quality highlights the ability to teach effectively, consistency in adhering to work standards, knowledge of job tasks, and the ability to explain job descriptions and objectives to colleagues (Ernawati et al, 2023). The quantity of work results aspect emphasizes achieving work targets and the amount of work completed as concrete measures of teachers' productivity in vocational education (Arfandi et al, 2023).…”