Understanding Teacher Performance: The Roles of Professional Competence, Work Motivation, and Academic Supervision in Indonesia Vocational Schools

Abstract

Background. Teacher performance is essential for improving educational quality, particularly in vocational schools expected to prepare graduates who meet industry demands. Although previous studies have examined professional competence, work motivation, and academic supervision, limited evidence explains their combined contribution to teacher performance in Indonesian private vocational schools. Purpose. This study examined the effects of professional competence, work motivation, and academic supervision on teacher performance among teachers in Private Vocational High Schools in Sub Rayon 4, Semarang City. Method. A quantitative survey was conducted involving a population of 205 teachers, from which 135 respondents were selected using proportionate sampling based on the Slovin formula. Data were collected through validated questionnaires and analyzed using descriptive statistics and multiple linear regression. Results. Professional competence, work motivation, and academic supervision each positively influenced teacher performance, while their combined effects provided a stronger explanation of teacher performance than any single factor alone. The findings indicate that teacher performance is enhanced through the interaction between individual professional capacity and continuous organizational support, particularly academic supervision that facilitates professional learning and instructional improvement. Conclusion. This study contributes to educational management by demonstrating that teacher performance in private vocational schools is shaped by both individual and organizational factors. The findings imply that policymakers and school leaders should integrate continuous professional development, motivational support, and structured academic supervision to strengthen instructional quality and improve vocational education outcomes.