Self-Efficacy and Professional Competence of Automotive Vocational Teacher

Abstract

This study examines the influence of self-efficacy on the professional competence of Automotive Productive Teachers in West Java Vocational Schools. Self-efficacy is an individual's belief about their ability to achieve goals, which plays an important role in teacher performance. Although previous studies have shown that teachers with high self-efficacy have better learning effectiveness, research in the context of Indonesian vocational education is limited. The study used a descriptive quantitative approach through a survey method of 48 Automotive Productive Teachers from various vocational schools in West Java with five automotive expertise programs. Data were collected through questionnaires and analyzed using Pearson correlation and simple linear regression. Results showed a strong (r = 0.777) and significant (p < 0.05) positive correlation between self-efficacy and professional competence. Regression analysis confirmed self-efficacy contributed significantly to professional competence (F = 70.196; p < 0.05). Demographic factors such as school type, age, and vocational specialization influenced the intensity of the relationship. Teachers in public schools and senior age groups showed higher self-efficacy and competence scores. The study suggests the importance of developing self-efficacy through continuous training to improve the quality of vocational education.