The Influence of Teacher Competence, Parental Attention, On Student Learning Motivation at Vocational Schools in Makassar
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Ichsan Kamil A Hafid
Darmawang
Mantasia
Abstract
Vocational education plays a pivotal role in preparing competent graduates; however, students’ success is highly dependent on their learning motivation. Teacher competence and parental support are widely recognized as key factors that shape this motivation. Therefore, this study aims to examine the influence of pedagogical competence, professional competence, and parental attention on learning motivation among Class XI students specializing in Electrical Installation Engineering at State Vocational Schools in Makassar City. This research employed a quantitative approach using an ex post facto design. The population consisted of 279 students, from which a sample of 164 respondents was selected through proportional random sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics and multiple linear regression techniques. The findings indicate that pedagogical competence, professional competence, and parental attention each have a positive and significant partial effect on learning motivation, as well as a significant simultaneous effect. Together, these three variables contributed 18.5% to the variance in student learning motivation, with professional competence emerging as the strongest predictor. The study concludes that enhancing teacher quality and strengthening parental engagement are critical for improving learning motivation and, consequently, student success in vocational education. It is recommended that schools provide continuous professional development opportunities for teachers and promote closer collaboration with parents to cultivate a more supportive learning environment
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright (c) 2024 Ichsan Kamil A Hafid, Darmawang, Mantasia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Abele, S., Vogel-Blaschka, D., Leon, A., Beck, M., & Fürstenau, B. (2025). General pedagogical knowledge among pre-service vocational teachers: Measurement and development during teacher education. Teaching and Teacher Education, 165. https://doi.org/10.1016/j.tate.2025.105155
Alam, S., & Hamzah, R. A. (2025). The role of parental involvement in promoting education for sustainability in primary schools. Asian Education and Development Studies, 14(3), 563–578. https://doi.org/10.1108/AEDS-07-2024-0151
Bentri, A., Hidayati, A., & Kristiawan, M. (2022). Factors supporting digital pedagogical competence of primary education teachers in Indonesia. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.929191
Chen, K., & Zhang, H. (2025). The influence of parental involvement on the development of rural children: A comparative study of left-behind children and non-left-behind children. Children and Youth Services Review, 177. https://doi.org/10.1016/j.childyouth.2025.108481
Cheng, W., & Nguyen, P. N. T. (2024). Academic motivations and the risk of not in employment, education or training: university and vocational college undergraduates comparison. Education and Training, 66(10), 91–105. https://doi.org/10.1108/ET-05-2024-0203
Evli, M., & Su Topbaş, Z. (2025). The relationship between professional self-concept and innovative behaviors in nursing students: The mediator role of intrinsic motivation and extrinsic motivation. Teaching and Learning in Nursing, 20(3), e689–e696. https://doi.org/10.1016/j.teln.2025.01.031
Gu, X., Hua, S., McKenzie, T., & Zheng, Y. (2022). Like father, like son? Parental input, access to higher education, and social mobility in China. China Economic Review, 72. https://doi.org/10.1016/j.chieco.2022.101761
Guerrero Puerta, L., & Lorente García, R. (2024). Exploring the professional´s perceptions on dual vocational education and training (dual VET) process of implementation in Spain. Higher Education, Skills and Work-Based Learning, 15(7), 16–32. https://doi.org/10.1108/HESWBL-07-2023-0203
Habibi, A., Attar, R. W., Zhao, Q., Wijaya, T. T., Hendra, R., Alharmali, T. M., & Alhazmi, A. H. (2025). Validating the determinants of teachers’ performance in vocational education: Indonesian perspectives. Acta Psychologica, 259. https://doi.org/10.1016/j.actpsy.2025.105332
Held, T., & Mejeh, M. (2024). Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon, 10(8). https://doi.org/10.1016/j.heliyon.2024.e29526
Huo, J. (2023). Vocational-technical teachers’ mindfulness: Does it matter for teachers’ well-being and motivation? In Heliyon (Vol. 9, Issue 6). Elsevier Ltd. https://doi.org/10.1016/j.heliyon.2023.e17184
Jang, H., Park, H., Son, H., & Kim, J. (2024). The Asymmetric Effects of the Transitions Into and out of Bullying Victimization on Depressive Symptoms: The Protective Role of Parental Education. Journal of Adolescent Health, 74(4), 828–836. https://doi.org/10.1016/j.jadohealth.2023.11.007
Jun, J., Meissel, K., Cooper, M., & Rudd, G. (2025). A systematic review: Parental perspective on school readiness during the pre- and post-transition periods. International Journal of Educational Research Open, 9. https://doi.org/10.1016/j.ijedro.2025.100486
Korous, K. M., Surachman, A., Rogers, C. R., & Cuevas, A. G. (2023). Parental education and epigenetic aging in middle-aged and older adults in the United States: A life course perspective. Social Science and Medicine, 333. https://doi.org/10.1016/j.socscimed.2023.116173
Krisnawati, Yulaeha, S., & Budiastra, K. (2022). Pengaruh Kompetensi Pedagogik dan Profesional Guru Terhadap Motivasi Belajar Peserta Didik Sekolah Dasar. Jurnal Basicedu, 6(1), 1116–1124. https://doi.org/10.31004/basicedu.v6i1.2181
Kuhn, C., Hagenauer, G., & Gröschner, A. (2022). “Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers’ initial motivations. Teaching and Teacher Education, 113. https://doi.org/10.1016/j.tate.2022.103659
Kulju, E., Jarva, E., Oikarinen, A., Hammarén, M., Kanste, O., & Mikkonen, K. (2024). Educational interventions and their effects on healthcare professionals’ digital competence development: A systematic review. In International Journal of Medical Informatics (Vol. 185). Elsevier Ireland Ltd. https://doi.org/10.1016/j.ijmedinf.2024.105396
Lackéus, M., Hyldegård, J. S., & Færgemann, H. M. (2025). Value creation pedagogy across disciplines in higher education: Approaches and motivations. International Journal of Management Education, 23(3). https://doi.org/10.1016/j.ijme.2025.101270
Lee, E., Young, M., & Cole, C. (2025). Grand rounds: Inclusive pedagogy for empowering nurse practitioner education. Journal of Professional Nursing, 61, 77–83. https://doi.org/10.1016/j.profnurs.2025.09.009
Lewis, P. (2023). Innovation, technician skills, and vocational education and training: connecting innovation systems and vocational education and training. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2023.2215749
Lozano, R., Barreiro-Gen, M., D’Amato, D., Gago-Cortes, C., Favi, C., Martins, R., Monus, F., Caeiro, S., Benayas, J., Caldera, S., Bostanci, S., Djekic, I., Moneva, J. M., Sáenz, O., Awuzie, B., & Gladysz, B. (2023). Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: Evidence from 15 Worldwide Higher Education Institutions. Sustainable Development, 31(1), 349–359. https://doi.org/10.1002/sd.2396
Medina Vásquez, M. L., Campos Ramírez, L. C., Yataco Bernaola, M. L., Yataco Torrealva, J. R., Ramos Torrealva, Z. M., Castro Cárdenas, D. M., & Altamirano, S. F. S. (2025). Inclusive pedagogy and active learning in higher education: Cluster and dimensional insights into teaching competency integration. Social Sciences and Humanities Open, 12. https://doi.org/10.1016/j.ssaho.2025.102060
Mufanti, R., Carter, D., & England, N. (2024). Outcomes-based education in Indonesian higher education: Reporting on the understanding, challenges, and support available to teachers. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2024.100873
Njenga, M. (2023). Continuing professional development of vocational teachers in Kenya: Motivations, practices and teacher profiles. International Journal of Educational Research Open, 5. https://doi.org/10.1016/j.ijedro.2023.100282
Rahmawati, S., Prestridge, S., Abdullah, A. G., & Widiaty, I. (2025). Unpacking the digital competence challenge in vocational education: A case from Indonesia. Social Sciences and Humanities Open, 12. https://doi.org/10.1016/j.ssaho.2025.101803
Ranta, S., Kangas, J., Harju-Luukkainen, H., Ukkonen-Mikkola, T., Neitola, M., Kinos, J., Sajaniemi, N., & Kuusisto, A. (2023). Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review. Education Sciences, 13(8). https://doi.org/10.3390/educsci13080791
Rodríguez-Bravo, A. E., & Murga-Menoyo, M. Á. (2023). Analysis of parental goals according to family variables. Implications for quality education in secondary education. Heliyon, 9(9). https://doi.org/10.1016/j.heliyon.2023.e19740
Rohmawati, L. I. S., Indreswari, H., & Flurentin, E. (2023). Dukungan Orang Tua, Ekspektasi Karier dan Hubungannya dengan Motivasi Belajar Siswa di SMK Negeri 5 Malang. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 3(3), 252–262. https://doi.org/10.17977/um065v3i32023p252-262
Roll, M., & Ifenthaler, D. (2021). Learning Factories 4.0 in technical vocational schools: can they foster competence development? Empirical Research in Vocational Education and Training, 13(1). https://doi.org/10.1186/s40461-021-00124-0
Saifullah, Abbas, H., & Purwanto, A. (2025). The role of professional leadership and learning motivation in shaping citizenship behavior. Social Sciences and Humanities Open, 12. https://doi.org/10.1016/j.ssaho.2025.102105
Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and work well-being. Teaching and Teacher Education, 168. https://doi.org/10.1016/j.tate.2025.105230
Sweeney, A., Burke, J., & Meehan, T. (2025). The impact of mindful pedagogy on creativity in higher education students, a systematic review. International Journal of Educational Research Open, 9. https://doi.org/10.1016/j.ijedro.2025.100504
Tadesse, E., Gao, C., Sun, J., Khalid, S., & Lianyu, C. (2022). The impact of socioeconomic status on self-determined learning motivation: A serial mediation analysis of the influence of Gaokao score on seniority in Chinese higher vocational college students. Children and Youth Services Review, 143. https://doi.org/10.1016/j.childyouth.2022.106677
Tobback, I., Verhaest, D., & De Witte, K. (2025). The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education. Economics of Education Review, 107. https://doi.org/10.1016/j.econedurev.2025.102673
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies, 28(12), 16017–16040. https://doi.org/10.1007/s10639-023-11848-9
Umar, Ockta, Y., & Mardesia, P. (2023). A Correlational Study: Pedagogical and professional competence of physical education teachers in relation to the implementation of the Merdeka curriculum. Journal of Physical Education and Sport, 23(12), 3325–3331. https://doi.org/10.7752/jpes.2023.12380
Vallotton, C. D., Yoon, H. J., Brophy-Herb, H. E., Knoche, L., Nord, J., & Stacks, A. M. (2025). How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions? Early Childhood Research Quarterly, 73, 14–26. https://doi.org/10.1016/j.ecresq.2025.05.002
Vandevelde, E., Claes, E., & Agirdag, O. (2025). Teachers’ perceived professional competences in citizenship education: Developing and validating a survey instrument for pre-service teachers in a European context. International Journal of Educational Research, 134. https://doi.org/10.1016/j.ijer.2025.102812
Waid, J., Abusaleh, K., & Marsalis, S. (2025). Approaches to strengthen parental self-efficacy: An umbrella review of systematic reviews. Children and Youth Services Review, 177. https://doi.org/10.1016/j.childyouth.2025.108483
Wang, R., & Zhang, H. (2025). Integrating positive psychology principles in vocational education: A new approach to boosting student well-being and academic motivation. Acta Psychologica, 254. https://doi.org/10.1016/j.actpsy.2025.104834
Xia, Q., Chiu, T. K. F., Lee, M., Sanusi, I. T., Dai, Y., & Chai, C. S. (2022). A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education. Computers and Education, 189. https://doi.org/10.1016/j.compedu.2022.104582
Xie, Z., Yao, Y., & Zhu, X. (2025). A longitudinal study of job crafting among Chinese inclusive education teachers: The influence of attitudes, perceived principal leadership, and motivation. Teaching and Teacher Education, 167. https://doi.org/10.1016/j.tate.2025.105194
Yan, R., Liu, B., & Zhang, L. J. (2024). Effects of pedagogical intervention on Chinese EFL learners’ use of motivational regulation strategies and oral English proficiency improvement. Heliyon, 10(19). https://doi.org/10.1016/j.heliyon.2024.e38355
Yu, H., Chen, Y., & Ismail, I. M. bin. (2025). From scaffolding to success: How instructor pedagogical support and collaborative classroom interaction drive scholastic motivation in programming education. Acta Psychologica, 259. https://doi.org/10.1016/j.actpsy.2025.105289