Aspects affecting learning management policy acceptance for teachers in vocational higher schools: a structural equation modelling approach

This study explores the factors influencing teacher performance in engineering and technology vocational schools, emphasising the pivotal role of teacher competence in determining the quality of Indonesian vocational education. Five key variables were evaluated: work motivation, work ethic, teacher performance, management innovation, and learning management. Data were collected using simple random sampling from 30 teachers in three vocational schools in Semarang, Indonesia. Factor analysis and regression analysis were conducted using second-order PLS-SEM to assess convergent and discriminant validity. Results indicate that work motivation (63.9%) and work ethic (28.2%) positively impact teacher performance, with all hypotheses accepted. The model achieved a Q2 score of 0.446, highlighting strong predictive relevance. Exogenous variables explain 69.8% of the variance in learning management. Therefore, schools are encouraged to enhance teacher performance by fostering work motivation and improving the learning process, from planning to execution.