Continuous Professional Learning as an Innovation in Vocational Teacher Performance Improvement Management

Abstract

This study aims to analyze the indirect effect of Continuous Professional Learning (CPL) on the Performance of Vocational Teachers. The population of vocational high school accounting teachers in Central Java is 1323 people, with a sample of 308 people calculated using the Slovin formula. Data were collected through a questionnaire filled out by the teachers. Based on the results of the study, it was found that Continuous Professional Learning (CPL) has a direct effect on the performance of vocational teachers. Continuous Professional Learning (CPL) has a direct effect on the performance of vocational teachers. Accounting vocational teachers who have vocational capacity have better performance. In vocational accounting teachers in Central Java, the average performance value can be categorized as good; the highest average performance value is obtained by accounting teachers who have competency certificates and assessor certificates, followed by groups of teachers who have three certifications at once (professional certificate, competency certificate, and assessor certificate). Accounting vocational teachers who only have one type of certificate have a lower average performance than teachers who have two or three types of certificates. Based on these findings, it is recommended to improve teacher performance through continuous professional learning (Continuous Professional Learning), which is designed by considering the unique situation of vocational teachers, especially in developing digital literacy, pedagogical innovation, and industry knowledge to meet the qualifications required as vocational teachers at SMK, increasing industry experience and certification so that teachers are competent and up to date according to their vocational fields.