The Influence of Culture and Teacher Competence on Productivity in Vocational High Schools in Pidie Regency

Abstract

School culture and teacher competence play a crucial role in enhancing school productivity, particularly in Vocational High Schools (SMK) in Pidie District. This productivity is reflected in students' academic achievements and their readiness to enter the workforce. The study population consists of 436 teachers and school principals from 14 SMKs spread across various sub-districts. The sample was selected using the Proportionate Random Sampling technique, resulting in three representative schools: SMKN 1 Sigli, SMKN 2 Sigli, and SMKN 3 Sigli, with a total of 225 respondents, including teachers and school principals. Data analysis was conducted using simple linear regression and multiple regression tests to measure the relationship between school culture and teacher competence with school productivity. The regression analysis results indicate that school culture significantly influences school productivity, contributing 36.6% (R² = 0.366), while teacher competence contributes 16.9% (R² = 0.169). Simultaneously, these two factors account for 53.5% of school productivity, while 46.5% is influenced by other factors. These findings emphasize that a positive school culture and high teacher competence enhance academic achievement, learning effectiveness, and students' readiness for the workforce. Therefore, strengthening school culture, improving teacher competence, and fostering partnerships with industries are key strategies for enhancing the quality of education in vocational schools.