Conceptual model for improving quality of teacher in Indonesian vocational school

Agung Panji Sasmito, Djoko Kustono, Purnomo Purnomo, Hakkun Elmunsyah


Indonesia faces vocational teachers’ shortage both in the quantity and quality. One of Indonesian goverments’ effortsto overcome that problem is holding a Dual Expertise Program (DEP) to produce dual expertise teachers for vocational schools. However, the quality of dual expertise vocational teacher is still questionable. The purpose of this article is to give an idea related to the conceptual model framework for improving the quality of vocational teachers demonstrated by the teachers’ achievements. The authors of this article discuss factors that have an impact on the quality of vocational teachers and describe a framework based on a literature review that might contribute to improving the quality of vocational teachers, especially dual expertise vocational teachers. Based on the results of the article found that to improve the quality of vocational teacher can be improved through increasing self-efficacy and transferable skills, in addition to pay attention to teacher’s initial expertise and teaching experience.


Dual expertise; Teachers achievement; Teachers quality; Vocational teachers

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