Improving Teaching Factory Performance by Work Culture in Vocational Learning

Abstract

Purpose: A Teaching Factory (TF) program combines school environment and industrial work culture into a new environment to ensure the industry preparedness level of students much ahead of their graduation. This study aimed to analyze the influence of work culture on teacher performance in teaching factories. Methodology: A survey was conducted to collect data using a questionnaire. A sample of 46 teachers was recruited through convenience sampling technique using the criteria like they must be teachers of teaching factories, having competency and professional certificates, internship experience of vocational learning, and like. The data was analyzed using SEM Partial Least Square 3.0 to determine the direct influence using the partial least square method on statistics of significance t > 1.96 and p-values of <0.05. Results: The results illustrate that work culture exerts a significant and positive influence on teacher performance. In other words, the better the work culture, the better is the teacher’s performance in teaching factory learning and vice versa. Implications for research and practice: This research is limited to the teaching profession, including the skills of planning, implementing, and evaluating learning. Further research on the professional model incorporating work culture in education and teaching is needed. Teacher professional performance will continue to develop following technological advances and socio-cultural conditions.