The Effect of Pedagogical and Professional Competence on Teaching Readiness of Vocational Teacher Candidates in the Teacher Professional Education Program (PPG)

Abstract

Teaching readiness of vocational teacher candidates in the Teacher Professional Education Program (PPG) is a critical factor in ensuring education quality. This study aimed to examine the effects of pedagogical competence and professional competence on teaching readiness, both directly and indirectly through interest in becoming a teacher as a mediating variable. A quantitative correlational approach was employed with a purposive sample of 100 students who had completed teaching assistance activities. Data were collected using validated and reliable Likert-scale questionnaires (1–5) and analyzed using multiple regression and mediation analysis. Results indicated that pedagogical competence has a significant and direct effect on teaching readiness, while professional competence influences teaching readiness indirectly through students’ interest in teaching. Interest in becoming a teacher also has a direct and significant effect on teaching readiness. These findings highlight that teaching readiness is shaped by the interaction between pedagogical skills, professional competence, and intrinsic motivation to pursue the teaching profession. The study emphasizes the importance of integrating pedagogical training, professional skill development, and motivational strategies in vocational teacher education programs to ensure that teacher candidates are fully prepared for their professional roles.