Pedagogic and Professional Competence of Post-PPG Teachers: An Empirical Study

Teacher Professional Education (PPG) is seen as a strategic instrument to improve the quality of teachers, but factual achievements need to be reviewed further. This study aims to analyze the pedagogic and professional competence of teachers after participating in PPG by examining the relationship between the two in teaching practice. The study uses a quantitative approach with an ex post facto correlational design. The subject of the study is 859 alumni of the Pre-Service PPG of the State University of Malang class of 2022–2023 who have been actively teaching. Data was collected through a Likert scale questionnaire that had been validated by experts, including 23 indicators of pedagogic competence and 25 indicators of professional competence. The analysis was carried out descriptively and inferentially with the Spearman's rho correlation test. The results of the study showed that the pedagogic and professional competence of PPG alumni was in the high category, with the tendency of respondents' answers in the category of agree and strongly agree. The dimension of the use of learning technology obtained the highest score on pedagogic competence, while mastery of teaching materials occupied the dominant position in professional competence. However, the aspect of self-reflection in professional competence is relatively lower. The Spearman's rho correlation test yielded a coefficient of 0.863 (p < 0.001), indicating a strong positive relationship between pedagogic and professional competence. This indicates that mastery of pedagogic aspects is closely correlated with strengthening professional competence, and vice versa. These findings confirm the effectiveness of PPG in equipping novice teachers with core competencies, although it is still necessary to strengthen self-reflection, consistency of technology integration, and balance administrative burden. The implications of this research provide direction for PPG organizers to expand field practices, strengthen teacher guidance, and develop sustainable coaching strategies to produce adaptive teachers in the digital era.