Training Effectiveness And Teacher’s Competence: Insights From Vocational Education Transformation In Majalengka Regency

Abstract

This study aims to analyze the contribution of training program effectiveness to the improvement of teachers’ competence within the context of vocational education transformation in Majalengka Regency. A quantitative approach was employed using the Partial Least Square Structural Equation Modeling (PLS-SEM) method to analyze data obtained from all vocational high school (SMK) teachers in Majalengka Regency. The findings revealed that all indicators of training effectiveness and teacher competence demonstrated strong validity and reliability. The analysis showed that training effectiveness explains 43.9% of the variance in teacher competence, indicating a strong influence. Hypothesis testing further confirmed that training effectiveness significantly contributes to enhancing teacher competence. These results underscore the importance of implementing effective and sustainable training programs to strengthen vocational teachers’ competencies in responding to the challenges of educational transformation. The study provides strategic implications for education policymakers in improving the quality of human resources within the vocational education sector