The Impact of Blended Training Professional Development Programs on the Competence of Vocational Teachers: A Kirkpatrick Model Approach

<ns7:p>Background The study is intended to assess the effects of the professional development program on the competence of vocational teachers, which is implemented by the Directorate General of Vocational Education, Ministry of Primary and Secondary Education in Indonesia (MoPSE) from 2020 to 2023. The study aimed to gather teachers’ perspectives on their perceptions of motivation, skills, values, and attitudes following the training program. The participants engaged in three cycles of training development programs. This study will regard the levels of the Kirkpatrick model as equivalent, without any hierarchical distinction. Method The research employed a quantitative design utilising a longitudinal approach. The three stages of Kirkpatrick assessment were utilised to assess the program’s impacts, progressing from level 1 to level 3. The data is gathered by a survey method with a Likert-scale questionnaire. A total of 944 educators engaged in this survey. They originated from 34 provinces in Indonesia. The data was evaluated utilising percentage data analysis. Result The results indicated that, across level 1 - reaction, level 2 - skill, and level 3 - values and attitudes, the majority of participants fell within the positive spectrum (strongly agree and agree). The level of concordance among all assessed indices exceeded 90%. The conducted training programs were highly acceptable to the majority of participants. The participants believe that the training significantly enhances their motivation and skills, positively influencing their values and attitudes. Conclusion The results indicate that the programs had significant effects on the participants. Such initiatives should not be executed as one-time interventions but rather as components of a continuous, systematic strategy designed to enhance vocational teachers’ competencies over time.</ns7:p>