Strategies to improve vocational pre-service teachers’ quality via Tamansiswa values, motivation, and transformational leadership
DOI:
https://doi.org/10.21831/jpv.v16i1.90561Keywords:
Teaching quality, pre-service teacher, transformational leadership, tamansiswa teaching values, motivation, vocational educationAbstract
Improving the teaching quality of vocational pre-service teachers requires integrative strategies that combine cultural values, motivation, and leadership development. This study examined the direct and indirect effects of Tamansiswa teaching values and motivation on teaching quality through the mediating role of transformational leadership. A quantitative longitudinal ex post facto design was employed involving 697 vocational pre-service teachers in Yogyakarta, Indonesia. Data were collected using validated Likert-scale questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that motivation emerged as the strongest predictor of teaching quality (β = 0.880), followed by transformational leadership (β = 0.238), while Tamansiswa teaching values also demonstrated a significant direct effect (β = 0.088). In addition, Tamansiswa teaching values and motivation significantly enhanced transformational leadership, which partially mediated their effects on teaching quality. The structural model demonstrated good model fit (SRMR = 0.056; NFI = 0.926). These findings extend existing teacher development models by demonstrating how indigenous educational values can be translated into high-quality teaching through transformational leadership. The study provides theoretical evidence and practical guidance for integrating value internalization, motivational enhancement, and leadership development into vocational teacher preparation programs.
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