Teacher Performance in the Digital Transformation of Vocational Schools: Mapping the Determinants of Professional Competence, Workload,  and Work Motivation

Lisna Artaningsih; Yuni Astuti

doi:10.59890/ijels.v4i4.323

Authors

Lisna Artaningsih Universitas Negeri Yogyakarta
Yuni Astuti Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.59890/ijels.v4i4.323

Keywords:

Performance, Digitalization, Vocational Education, Competence, Motivation, Workload, Leadership

Abstract

Digital transformation in vocational schools has expanded the demands placed on teacher performance, not only in the pedagogical domain, but also in technological mastery, workload management, and the sustainability of work motivation. However, the map of determinants shaping teacher performance in this context remains dispersed across various empirical findings and has not been specifically synthesized. This study aimed to map the main determinants of teacher performance in the digital transformation of vocational schools by emphasizing professional competence, workload, work motivation, organizational support, and leadership. The method used was a systematic literature review based on the PRISMA guidelines, with Scopus as the data source. Of the 43 initial articles, 13 empirical articles were retained as the basis for the final synthesis after screening by year, document type, language, open access status, and abstract relevance. The review findings show that teacher performance tends to be strengthened by professional competence supported by ICT training, varied instructional strategies, collegial collaboration, and digital infrastructure. Work motivation was found to function as the main mediator linking working conditions, professional development, and leadership with teacher performance. In contrast, high workload, burnout, limited resources, and digital barriers tended to weaken both the quality of teacher performance and occupational well-being. Therefore, digital transformation in vocational schools needs to be directed through competence strengthening, proportional workload management, continuous professional development, and supportive school leadership

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