THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR

96 2022, XXV, 1 Business Adminis a ion and Managemen 10.15240/ ul/001/2022-1-006 THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR Saba Khan1, Rizwan Raheem Ahmed2, Dalia S eimikiene3, Jus as S eimikis4, Munsi Ali Ja oi5 1 TVET Sec o Suppo P og amme, Technical Ad iso Moni o ing & E alua ion and P og amme Managemen , Pakis an, ORCID: 0000-0002-0147-6487, [email p o ec ed]; 2 Indus Uni e si y, Facul y o Managemen Sciences, Pakis an, ORCID: 0000-0001-5844-5502, [email p o ec ed]; 3 Li huanian Spo s Uni e si y, Ins i u e o Spo Science and Inno a ions, Li huania, [email p o ec ed] (co esponding au ho ); 4 Uni e si y o Economics and Human Science in Wa saw, Facul y o Managemen and Finances, Poland, [email p o ec ed]; 5 Salim Habib Uni e si y, Depa men o Bio-Medical Enginee ing, Pakis an, ORCID: 0000-0002-9265-3898, [email p o ec ed]. Abs ac : This esea ch aims o analyze he imp o emen o echnical compe encies and changes in pedagogical beha io on compe ency-based aining and assessmen . We de eloped a modi ied concep ual model wi h he help o p e ious li e a u e. We examined he impac o compe ency-based aining & assessmen on adi ional eaching me hodologies, p ac ical eaching s a egies, echnical knowledge, and pedagogical & echnical componen s as ou come a iables. We also inco po a ed beha io & psychological aspec s o eache s as media o s in ou modi ied concep ual model and examined he media ion be ween exogenous and endogenous a iables. We ha e collec ed he da a o 458 esponden s using a modi ied s uc u ed ques ionnai e om public and p i a e eache s o Sindh echnical and oca ional ins i u ions online om di e en egions o Sindh, Pakis an. Fo he da a analyses, we employed SEM-based mul i a ia e echniques. The indings exhibi ha he di ec ela ionship be ween compe ency-based aining & assessmen (independen a iable) has a signi ican and posi i e in luence on adi ional eaching me hodologies, p ac ical eaching s a egies, echnical knowledge, and pedagogical & echnical componen s as ou come a iables. Simila ly, he indings u he concluded ha beha io & psychological aspec s a e po en media o s be ween compe ency-based aining & assessmen and adi ional eaching me hodologies, eaching-lea ning abili ies, p ac ical eaching s a egies, echnical knowledge, and pedagogical & echnical componen s as ou come a iables. Hence, he beha io & psychological aspec s o eache s is a i al ac o ha accele a es he impac o compe ency-based aining & assessmen on he dependen a iables. The ou comes o his esea ch a e impe a i e heo e ical and p ac ical implica ions, which may guide he di ec ion o u u e esea che s and policymake s o oca ional aining and educa ion. Keywo ds: Compe ency-based aining & assessmen , adi ional eaching me hodologies, p ac ical eaching s a egies, echnical knowledge, pedagogical & echnical componen s, beha io & psychological aspec s. JEL Classi ica ion: C12, C42, I21. APA S yle Ci a ion: Khan, S., Ahmed, R. R., S eimikiene, D., S eimikis, J., & Ja oi, M. A. (2022). The Compe ency-based T aining & Assessmen , and Imp o emen o Technical Compe encies and Changes in Pedagogical Beha io . E&M Economics and Managemen , 25(1), 96–112. h ps://doi.o g/10.15240/ ul/001/2022-1-006 EM_1_2022.indd 96 23.3.2022 9:36:33 97 1, XXV, 2022 Business Adminis a ion and Managemen In oduc ion Teache s’ aining is one o he c i ical and sus ainable de elopmen goals in echnical educa ion & oca ional aining (TVET) o p omo e employabili y and up-g ada ion o expe ise and skills o inc ease indus y- d i en educa ion p ac ices and compe encies o up- o-da e quali y o aining and educa ion p o ision (Kennedy e al., 2021). Howe e , he compe ency-based aining & assessmen (CBT&A) app oach o imp o emen o eache aining is based on CBT&A cu icula on equisi e skills. The compe ency-based aining & assessmen (CBT&A) app oach allows oca ional educa ion eache s o egula e upda ed esou ces and lea ning equi emen s be e and e icien manne (Ahmed & Sayed, 2021). P o essional de elopmen and con inuous aining o he eache s a e i al o he implemen a ion o compe ency-based aining & assessmen (CBT&A) deli e y in Pakis an (Ahmed & Sayed, 2021). Suda sono e al. (2021) a gue ha TVET is he mul idisciplina y wo kplace-based app oach, equi ing up-skilling o lexible eache s and accep ing he change o indus y demanded quali ica ions. The echnical educa ion & oca ional aining (TVET) g adua es go di ec ly in o he labo ma ke and indus y, hus capaci a ing eache s only on pedagogical knowledge de icien hem iden ical and indus ial expe ise (Wildeman e al., 2021). Yunos e al. (2017) ound ha indus ies a e he main p ima y holde o eache s’ p o essional de elopmen in oca ional educa ion because o he swi de elopmen and change wi hin he en i onmen al haza ds o he indus ial complex. Pakis an echnical educa ion & oca ional aining (TVET) e o m was ini ia ed in 2011 wi h he Ge man Fede al Minis y o Economic Coope a ion (BMZ) and he Eu opean Union o impa a dual- aining-based TVET cu iculum (Ahmed & Sayed, 2020). Skilling eache s need hands-on aining, i s ly pedagogy aining on he compe ency-based cu iculum and hen mas e ing hem on echnical compe encies o cascade he compe encies in hei s uden s (Ahmed & Sayed, 2021). T aining he eache s on a skills-based module ensu es p oducing a highly skilled wo k o ce o imp o e go e nance, ele ance, and quali y measu es (Cong & Wang, 2012). Zineb e al. (2017) poin ou ha aining is he d i ing o ce o he compe ency-based app oach o he employmen o g adua es, which is linked o he wo ld o wo k oppo uni ies. The eason o in oducing a compe ency-based app oach in echnical and oca ional educa ion is o ensu e good aining deli e y pa allel o indus y p ac ices. Fu he mo e, aining o TVET eache s on new skills enables e sa ili y and excels g adua e o s uden s on equisi e indus y skills (Ca es e al., 2021). Imp o ed compe ency-based aining & assessmen (CBT&A) cu iculum has become a co e componen o TVET (Maknun e al., 2021). Pakis an’s na ional oca ional quali ica ion amewo k (NVQF) has i e le els on which skill up-g ada ion aining is impa ed o eache s (Oma e al., 2020). To p oduce indus y demanded g adua es in oca ional ins i u ions, p io i y should be gi en o subjec specialis s. Mos o he eache s employed possessed echnical skills bu lacked he p o essional capaci y o unde ake compe ency-based aining & assessmen (Ismail e al., 2020). Thus, his s udy will ocus on he ins uc o s’ s a egies and aining ou comes o upg ade he ele ancy o he echnical and heo e ical cu iculum. Imp o e he eaching quali y o echnical educa ion & oca ional aining (TVET) eache s will ul ima ely aise he quali y o echnical and oca ional educa ion (Susan i e al., 2020). Whe eas na ional go e nmen policies ha e con e ged s ong expec a ions in hei TVET sys ems, hey o en in e ene wi h high-le el go e nmen p o isions (Oma e al., 2020). Change o go e nmen con ex in luences TVET policies, which s ongly a ec oca ional lea ning and eaching p ac ices. Changes wi hin he sys em a e apid and equen , challenging ins uc o s (Skiba, 2020; Zinn e al., 2019). The p oposed s udy analyzes he eache s’ beha io s on echnical knowledge, p o essional de elopmen , pedagogical skills, eaching- lea ning abili ies o oca ional & educa ional eache s as e iewed in he li e a u e (Csíkos e al., 2018). Fu he , he s udy e iews adi ional eaching me hodologies, echnical lea ning abili ies, p ac ical eaching s a egies, echnical knowledge and pedagogical eaching componen s as dependen a iables, and phycological and beha io al componen s as media o s. 1. Theo e ical Backg ound P o essional de elopmen and con inuous aining o he eache s a e i al o he EM_1_2022.indd 97 23.3.2022 9:36:33 98 2022, XXV, 1 Business Adminis a ion and Managemen implemen a ion o compe ency-based aining & assessmen (CBT&A) deli e y in Pakis an (Ismail e al., 2020). CBT has gained subsequen impo ance in bo h de eloping and indus ialized na ions. Teaching & lea ning design o compe ency-based aining is necessa y a mic o and mac o-le el ins i u ions (Domínguez-Vale io e al., 2019). The cu en esea ch mainly ocuses on he mac o-le el echnical educa ion & oca ional aining (TVET) sys em. Mos in e na ional esea ch shows ha TVET ins uc o s a e esh g adua es o ha e been in he same posi ion in an ins i u e o ages, hus lacking indus ial exposu e and expe ience (Lai e al., 2019). 1.1 Compe ency-based T aining & Assessmen T an and Nyland (2013) de ine compe ency- based aining in oca ional and echnical educa ion as knowledge, skills, a i ude, beha io , and ac ion essen ial o di ec compe encies and acqui ed s anda ds needed in he labo ma ke . Whe eas, Zineb e al. (2017) and Ahmed and Sayed (2021) commen ha dual aining is one o he main componen s o he compe ency-based aining & assessmen (CBT&A) app oach, designed o i aining employees. CBT cu iculum is an ex ensi e aining p og am o he capaci y building o he in o mal educa ion sec o , a Ge man module o aining in he echnical and oca ional educa ion sys em o employe -led aining-o ien ed sys em (Yunos e al., 2019). Pakis an echnical educa ion & oca ional aining (TVET) e o m s a ed in 2011 on he OECD model, which is known as he na ional oca ional quali ica ion amewo k (NVQF) ha was de eloped in 2013 o de elop CBT quali ica ions (Ahmed & Sayed, 2021) om le el 1–5 on indus y-d i en ades o assess he ou come o g adua es on knowledge & skills and unde s anding & esponsibili ies o he labo ma ke (Ismail e al., 2020; Dymock & Tyle , 2018). 1.2 Compe ency-based T aining & Assessmen (CBT&A) and T adi ional Teaching Me hodologies Technical educa ion & oca ional aining (TVET) eache s ha e been he key playe s in he undamen al o e haul o he oca ional educa ion sys em in Pakis an (Ahmed & Sayed, 2020). Acco ding o Csíkos e al. (2018), judgemen s o eache s in enhancing hei ca ee and p og ess in p o essional g ow h as examining he egula ions o he sys em ha how i can be e assess he eache s. Se e al s udies ha e been ca ied ou in Malaysia on echnical educa ion & oca ional aining (TVET) eache s’ aining; o ins ance, Aziz e al. (2019), Yunos e al. (2019), and Ismail e al. (2017) explained ha eache s’ compe ency and skills a ec s uden s’ p og ess in TVET aining and e eal ha echnical and pedagogical skills aining imp o e echnical educa ion & oca ional aining (TVET) eache s. Se n e al. (2018) and Mohamad e al. (2009) p o ed ha eache s eaching adi ional me hodologies ha e limi ed o no exposu e o wo k-based, p ojec -based and blended lea ning concep s. The lack o p e-se ice and in-se ice aining and con inuous deli e y on adi ional cu iculum c ea ed a signi ican gap in he lea ning ou come o s uden s’ pe o mances, which a e inadequa e o employabili y (Zinn e al., 2019; San osa & Muchlas, 2017). H1: CBT&A has a signi ican & posi i e impac on adi ional eaching me hodologies ( eaching). 1.3 Compe ency-based T aining & Assessmen (CBT&A) and Teaching Lea ning Abili ies Mos in e na ional esea ch shows ha echnical educa ion & oca ional aining (TVET) ins uc o s a e esh g adua es o ha e been in he same posi ion in an ins i u e o ages (Reid, 2017), hus lacking indus ial exposu e and expe ience (Pa yono, 2017). The incompe ence o he co po a e cul u e amongs TVET blocked p ac ical insigh s o ope a ional cul u e o g adua es (Sa i & Senia i, 2017). Oma e al. (2020) emphasized ha he go e nmen ocuses on skilling TVET eache s in induc ion p og ams o equip hem wi h he la es indus ial ends and demands ins ead o unskilled human esou ces. On he o he hand, Ismail e al. (2017) s a ed ha people belie e TVET eache s ained on he compe ency- based cu iculum in e alua ion and assessmen ha e he maximum abili y o demons a e skills and enhance con inuous lea ning and knowledge. Wildeman e al. (2021) a gue ha basic p ac ices sugges ha eache s’ pe cep ion, lea ning, and beha io in luence class oom eaching and di ec ly a ec s uden s’ pe o mances. Oma e al. (2020) e lec ha EM_1_2022.indd 98 23.3.2022 9:36:34 99 1, XXV, 2022 Business Adminis a ion and Managemen he TVET en i onmen is highly p ac ical- based and de e mines he skills lea ned by he g adua es needed o he wo k o ce in he labo ma ke . The e o e, cu icula augh in echnical educa ion & oca ional aining (TVET) ins i u ions enhance hei cumula i e p ac ical and heo e ical knowledge (Zineb e al., 2017; Be e bo g e al., 2015). H2: CBT&A has a signi ican & posi i e impac on eaching-lea ning abili ies (lea ning). 1.4 CBT&A and Technical T aining and Technical Knowledge Compe ency-based cu iculum imp o emen in oca ional and echnical aining and educa ion has gained mo e a en ion in de eloping and indus ialized coun ies (Cong & Wang, 2012). The cu en esea ch in echnical & oca ional educa ion and aining (TVET) p ima ily ocuses on he mac ole el TVET sys ems (Sa i & Senia i, 2017). The e is a clea di e ence be ween he pedagogical and p ac ical esou ces used in he oca ional ins i u es, which a e a pa wi h hose used in he indus ial sec o (Zinn e al., 2019). Zineb e al. (2017) in oduced compe ency- based aining in oca ional eaching o ea ly specializa ion in indus y-d i en ades. I is based on h ee ypes o aining, coope a i e, wo k-based and ins i u ional. T an and Nyland (2013) and Oma e al. (2020) analyzed he ela ionship be ween knowledge, skills, and a i ude (compe ency ai s) wi h p ac ical- based lea ning. They demons a ed ha holis ic ai s empowe echnical educa ion & oca ional aining (TEVT) eache s’ knowledge and inculca e skills and a i ude ai s among s uden s when en e ing he job ma ke . Thus, wo cen al hypo heses de i ed om he abo e discussions: H3: CBT&A has a signi ican & posi i e impac on he e ec i eness o echnical aining on he p ac ical eaching s a egies and a i ude (p ac ical). H4: CBT&A has a signi ican & posi i e impac on p epa edness in pedagogical s yle and echnical knowledge ( echnical knowledge). 1.5 CBT&A and Pedagogical and Technical Componen s A esea ch wo k o Baqadi e al. (2011) has men ioned he necessa y adjus men s be ween oca ional educa ion and wo kplace equi emen s ha should be ocused on au hen ic and p ac ical knowledge on echnological de elopmen s and ends applied in a ious indus ies. In Pakis an majo i y o he eache s employed possessed echnical skills bu lacked he p o essional capaci y de elopmen o unde ake compe ency-based aining & assessmen (Ahmed & Sayed, 2021). The wo kplace-based aining app oach aims a de ia ing om he adi ional school-based aining by in eg a ing a compe ency-based aining (CBT) cu iculum wi h he wo kplace o c ea e a di e en lea ning pa adigm (Osman & Kamis, 2019; Powell e al., 2011). In Pakis an, echnical educa ion & oca ional aining (TVET) eache s a e ained in indus ial and class oom aining h ough a blended li e-long lea ning app oach (Ahmed & Sayed, 2020). Ag awal (2017), and Ome e al. (2020) clea ly s a e ha compe en and ained eache s a e sui able o deli e compe ency-based aining & assessmen (CBT&A) cu icula which a e 70% p ac ical and 30% heo e ical i hey ha e been ained. H5: CBT&A has a signi ican & posi i e impac on pedagogical and echnical componen s (pedagogy). 1.6 CBT&A and Psychological Beha io As Ayiah-Mensah e al. (2014) and F ei e and Giang (2012) de ined, educa ion psychology is a scien i ic me hod used o unde s and he a ie y o cha ac e is ics o eache s, lea ning asks, and adap abili y in educa ional se ings o in e ac collec i e human beha io . Acco ding o Ame ican Physological Associa ion (APA), in 1997, beha io based on 14 lea ne -cen e ed p inciples o judge he physical, social, lea ne , cogni i e, and emo ional ac o s a e some ac o s (Obwoge e al., 2016; Siahaan e al., 2021). Ib ahim e al. (2015), Siahaan e al. (2021), and Powell e al.’s (2011) empi ical in es iga ion en isage beha io in luences ealis ic human assump ions abou social in e ac ion, human cogni ion, and emo ions, a ec ing decision-making based on a ious human beha io pe spec i es. 1.7 Media ion o Beha io & Psychological Aspec s The p e-expe imen al esea ch by Kennedy e al. (2021) and Oma e al. (2020) shows ha eache well-being plays an essen ial ole in s uden s’ well-being. I poin s ou ha social- emo ional de elopmen and men al heal h posi i ely a ec hei p o essional g ow h and EM_1_2022.indd 99 23.3.2022 9:36:34 100 2022, XXV, 1 Business Adminis a ion and Managemen concludes ha eache s’ sel -e icacy has a posi i e ela ionship wi h o ganiza ional commi men , job sa is ac ion, s uden - eache ela ionship, and wo k ela ionship sa is ac ion. Acco ding o Sa i and Senia i (2017) and Ta şancil and Yalçin (2016), p o essional commi men media es posi i ely o o ganiza ional commi men and ice e sa in an educa ional se ing. On he o he hand, Yunos e al. (2018), La endels e al. (2012) e lec wo k bu nou and psychological empowe men o media e p o essional ecogni ion. They pa ially media e he wo k p essu e and wo k s ess. Reid (2017) wo ks on he phenomenon o pa icula s a aining p ocedu es o analyze he pe o mance and compe ency o ained people beha io on ou di e en s a egies: modeling s a egies, pe o mance p ac ice, ins uc ion, and eedback. P e ious li e a u e ad oca es he media ion o beha io & psychological aspec s as a po en media o , such as Cummings e al. (2020), Reddy e al. (2011), Yunos e al. (2017), and S olia chuk (2020). Thus we ha e amed he ollowing hypo heses: H6A: Beha io & psychological aspec s ha e a signi ican media ion be ween CBT&A and adi ional eaching me hodologies. H6B: Beha io & psychological aspec s ha e a signi ican media ion be ween CBT&A and eaching-lea ning abili ies. H6C: Beha io & psychological aspec s ha e a signi ican media ion be ween CBT&A, and p ac ical eaching s a egies & a i ude. H6D: Beha io & psychological aspec s ha e a signi ican media ion be ween CBT&A and echnical knowledge. H6E: Beha io & psychological aspec s ha e a signi ican media ion be ween CBT&A and pedagogical and echnical componen s. 1.8 Concep ual F amewo k o he S udy We ha e de i ed a modi ied concep ual amewo k and ques ionnai e om he p e ious li e a u e. Howe e , he modi ied concep ual ame is de i ed om p e ious s udies, such as Zinn e al. (2019), Ahmed and Sayed (2020), Baqadi e al. (2011), Mohamad e al. (2009), Skiba (2020), Zineb e al. (2017), Ismail e al. (2017), Oma e al. (2020), Csíkos e al. (2018), and Yunos e al. (2019). Finally, i ems o he media ing a iable beha io we e ex ac ed om he p e ious li e a u e, o ins ance, Sa i and Senia i (2017), S olia chuk (2020), Be e bo g e al. (2015), and Yunos e al. (2017). Fig. 1 demons a es he g aphical ep esen a ion o he modi ied concep ual amewo k. Fig. 1: Modi ied concep ual model o he unde aken s udy Sou ce: own Media ing a iable Dependen a iables Beha io & psychological aspec s T adi ional eaching me hodologies Teaching lea ning abili ies P ac ical eaching s a egies Technical knowledge Pedagogical & echnical componen s Independen a iable Compe ency-based aining & assessmen (CBT&A) EM_1_2022.indd 100 23.3.2022 9:36:34 101 1, XXV, 2022 Business Adminis a ion and Managemen 2. Resea ch Me hodology 2.1 Resea ch Design and Scaling The s udy is in ended o analyze he s uc u al and beha io al changes and p o ide e idence on which he compe ency-based aining & assessmen (CBT&A) aining p og am o skills up-g ada ion o eache s is based on he oca ional educa ion sys em o Pakis an and speci ically in he p o ince o Sindh. I is c oss-sec ional and quan i a i e and op ed deduc ed echnique o comple e he s udy p ocess. The main i ems we e aken om he p e ious li e a u e. The i ems o compe ency- based aining & assessmen we e a ained om he p e ious li e a u e, such as Yunos e al. (2019), Dymock and Tyle (2018), T an and Nyland (2013), and Ahmed and Sayed (2021). The measu emen scales o adi ional eaching me hodologies a e ex ac ed om he p e ious li e a u e, o ins ance, Aziz e al. (2019), Yunos e al. (2019), Se n e al. (2018), and Mohamad e al. (2009). The measu emen scales o eaching-lea ning abili ies a e aken om p e ious s udies (Pa yono, 2017; Reid, 2017; Wildeman e al., 2021). Simila ly, he modi ied i ems o echnical aining & echnical knowledge we e ex ac ed om Cong and Wang (2012), Zinn e al. (2019), and Zineb e al. (2017). The measu emen scales o pedagogical and echnical componen s a e aken om he p e ious s udies, o ins ance, Baqadi e al. (2011), Osman and Kamis (2019), Powell e al. (2011). Howe e , he modi ied i ems o beha io & psychological aspec s a e aken om p e ious s udies such as Kennedy e al. (2021), Cummings e al. (2020), Reddy e al. (2011), Yunos e al. (2017), and S olia chuk (2020). 2.2 Sampling S a egy and Da a Collec ion We de eloped a modi ied s uc u ed i e- poin Like scale o collec he da a om he esponden s’ pu posi e sampling (non- p obabili y) echnique. Ini ially, we ha e con ac ed 700 public and p i a e Sindh echnical and oca ional ins i u ions online (email & google o m) om he age b acke o 25–50 yea s who we e eaching a leas o i e yea s. Fu he , we seg ega ed he pu posi e sampling in o Quo a-sampling o be e ep esen a ion o he ocused g oup. We we e able o ge 458 esponses om di e en egions o Sindh, Pakis an. Howe e , we had dissemina ed 530 ques ionnai es o he eache s ained in he skills upg ada ion aining p og am. We ha e only ecei ed 458 comple ely illed ques ionnai es, wi h a esponse a e o 86.63%, which is signi ican ly a o able o he online mode. 2.3 Es ima ions Techniques This esea ch employed a ious s a is ical echniques o analyze he da a; p ima ily, we used desc ip i e s a is ics o examine he undamen al cha ac e is ics o cons uc s. We used he SEM-based mul i a ia e modeling in which we employed explo a o y ac o analysis and con i ma o y ac o analysis. The explo a o y ac o analysis is p ima ily used o examine he alida ion o i ems & cons uc s and sui abili y o he collec ed da a. We employed se e al es s such as p incipal componen analysis o measu e he ac o loading, eliabili y, and alidi y in explo a o y ac o analysis. Simila ly, we used Kaise Meye Olkin (KMO) analysis, Ba le ’s es o sphe ici y, and he o al a iance explained he echnique in explo a o y ac o analysis. The con i ma o y ac o analysis is used o analyze he hypo hesized measu emen and s uc u al model. Finally, we used condi ional p ocess modeling o examine he di ec and indi ec ela ionship be ween he independen a iable cons uc s. 2.4 Demog aphicP o ile Tab. 1 shows he esponden s’ demog aphic p o ile, explaining ha 458 eache s’ esponses we e collec ed om hose who pa icipa ed in he aining p og am. The a e o esponse is 86.63% which is ca ego ized as sa is ac o y. In he da a we collec ed, 244 (53.3%) esponses a e om he males, and 214 (46.7%) om he emales, espec i ely – Tab. 1 exhibi s he emaining demog aphic analysis. 3. Resea ch Resul s 3.1 Desc ip i e S a is ics In he ini ial s age, we examine he undamen al cha ac e is ics o cons uc s h ough desc ip i e s a is ics. Fo his pu pose, we ex ac ed he eadings o mean, s anda d de ia ion, skewness, and ku osis. The ou comes o Tab. 2 exhibi ha eadings o s anda d de ia ion and skewness a e be ween ±1.5, and ku osis EM_1_2022.indd 101 23.3.2022 9:36:34 102 2022, XXV, 1 Business Adminis a ion and Managemen is ±3. Acco ding o By ne (2016), i s anda d de ia ion and skewness a e wi hin he ange o ±1.5, and ku osis is ±3, he da a ollows he no mali y pa e n. Acco ding o Lu e al. (2020), he no mali y o da a is he p e- equisi e o SEM-based mul i a ia e modeling. 3.2 Explo a o y Fac o Analysis (EFA) The explo a o y ac o analysis is ini ially applied o condensa ion and educing edundan i ems and cons uc s o he SEM-based mul i a ia e analysis. Hence, he p incipal componen analysis is employed wi h Va imax o a ion o ex ac he o a ed componen ma ix, which shows he ac o loading o each i em. The conside ed hypo hesized model has one independen a iable, i.e., compe ency-based aining & assessmen wi h i e measu es. Howe e , adi ional eaching me hodology (4 i ems), p ac ical eaching s a egies (5 i ems), echnical knowledge (4 i ems), pedagogical & echnical componen s (3 i ems), and eaching-lea ning abili ies a e aken as dependen a iables (3 i ems). We ha e also inco po a ed beha io & psychological aspec s as a media ing a iable wi h ou measu es. The indings o Tab. 3 exhibi ha he ac o loading o each i em is mo e signi ican han 0.70. Thus, we can e ain all he i ems and cons uc s (Ahmed e al., 2021). 3.3 P incipal Componen Analysis We employed p incipal componen analysis wi h he Va imax o a ion me hod o ex ac he o a ed componen ma ix, which helps analyze eliabili ies and alida es he i ems and Demog aphics F equency Pe cen Gende Male 244 53.3% Female 214 46.7% Age (in yea s) Unde 30 167 36.5% 30–40 81 17.7% 40–50 53 11.6% Abo e 50 84 18.3% Educa ion Seconda y school ce i . 227 49.6% Diploma in associa e enginee ing (DAE) 139 30.3% Bachelo s in echnology (b. ech.) 54 11.8% Any o he adi ional deg ee (bachelo s o mas e s) 38 8.3% Expe ience (in yea s) 1–2 118 25.8% 3–5 127 27.7% 6–10 54 11.8% 10–20 70 15.3% Mo e han 20 89 19.4% Na ional oca ional quali ica ion NVC Le el 1 71 15.5% NVC Le el 2 203 44.3% NVC Le el 3 95 20.7% NVC Le el 4 57 12.4% NVC Le el 5 32 7.0% To al – N 458 Sou ce: own Tab. 1: Demog aphic analysis EM_1_2022.indd 102 23.3.2022 9:36:34 103 1, XXV, 2022 Business Adminis a ion and Managemen cons uc s (Ahmed e al., 2020). The indings o Tab. 3 exhibi ha each i em’s eadings o ac o loading a e be ween 0.74 o 0.95, which mee s he p e- equisi e o disc iminan alidi y (Hai e al., 2019). Acco ding o Fo nell and La cke (1981), he eading o each cons uc ’s a e age a iance ex ac ed (AVE) is highe han 0.50, which ul ills he equi emen o con e gen alidi y. Simila ly, he eadings o C onbach’s alpha and composi e eliabili y o each cons uc a e highe han 0.70, which is a p e- equisi e o he SEM-based mul i a ia e modeling. Hence, i is es ablished ha eliabili ies and alidi ies o i ems and cons uc s ollowed he p e- equisi es o he SEM-based mul i a ia e app oach. Thus, we can p oceed wi h u he analysis. Cons uc s N Mean S d. de . Skewness Ku osis S a is ic S a is ic S a is ic S a is ic S d. e o S a is ic S d. e o Compe ency-based aining & assessmen 458 3.8406 1.07015 −0.938 0.114 0.371 0.228 T adi ional eaching me hodologies 458 3.8210 1.07825 −0.870 0.114 0.215 0.228 Teaching lea ning abili ies 458 3.9629 1.09341 −0.996 0.114 0.403 0.228 P ac ical eaching s a egies 458 3.9105 0.96246 −1.033 0.114 1.426 0.228 Technical knowledge 458 3.9891 1.10593 −1.012 0.114 0.364 0.228 Pedagogical & echnical componen s 458 3.8253 1.05849 −0.825 0.114 0.288 0.228 Beha io & psychological aspec s 458 3.9039 1.06236 −0.973 0.114 0.530 0.228 Sou ce: own Fac o s I ems FL CA CR AVE Compe ency-based aining & assessmen CBTA1 0.930 0.887 0.872 0.789 CBTA2 0.883 CBTA3 0.934 CBTA4 0.714 CBTA5 0.783 T adi ional eaching me hodologies TTM1 0.930 0.889 0.904 0.795 TTM2 0.905 TTM3 0.865 TTM4 0.940 Teaching lea ning abili ies TLA1 0.932 0.926 0.947 0.857TLA2 0.906 TLA3 0.944 Tab. 2: Desc ip i e analysis Tab. 3: Reliabili y and alidi y o cons uc s – Pa 1 EM_1_2022.indd 103 23.3.2022 9:36:34 104 2022, XXV, 1 Business Adminis a ion and Managemen 3.4 Kaise -Meye Olkin (KMO) and Ba le ’s Sphe ici y Techniques As sugges ed in Kaise (1974), Ba le ’s sphe ici y es and KMO analysis a e employed o examine he i ness and sui abili y o he da a. The indings o Tab. 4 exhibi ha he eading o KMO is well ahead, i.e., 0.702, agains he ecommended limi s o 0.50. Simila ly, he alue o Ba le ’s sphe ici y shows p < 0.05. Thus bo h Ba le ’s sphe ici y es and KMO analysis alida ed he i ness and sui abili y o he da a. 3.5 To al Va iance Explained The ou comes o Tab. 5 con i med ha he ini ial eigen alues o each cons uc a e mo e signi ican han one, and he cumula i e o al a iance is 77.022 (77.02%), which alida es he showing us wo hiness o he da a, and conside ed a iables. Acco ding o Hai e al. (2019), i he o al cumula i e a iance is highe han 0.50, i is conside ed sa is ac o y. Hence, he o al cumula i e a iance is 77.022, which is conside ed good, and each eigen alue is Fac o s I ems FL CA CR AVE P ac ical eaching s a egies PTS1 0.931 0.883 0.902 0.783 PTS2 0.783 PTS3 0.841 PTS4 0.902 PTS5 0.943 Technical knowledge TK1 0.931 0.902 0.837 0.814 TK2 0.892 TK3 0.869 TK4 0.935 Pedagogical & echnical componen s PTC1 0.928 0.910 0.935 0.829PTC2 0.896 PTC3 0.932 Beha io & psychological aspec s BPA1 0.933 0.895 0.885 0.804 BPA2 0.747 BPA3 0.902 BPA4 0.947 Sou ce: own No e: Ro a ion me hod: Va imax wi h Kaise no maliza ion; Ro a ed me hod: P incipal componen analysis. Kaise -Meye -Olkin measu e o sampling adequacy 0.702 Ba le ’s es o sphe ici y App ox. chi-squa ed 7,605.728 D 378 Sig. 0.000 Sou ce: own Tab. 3: Reliabili y and alidi y o cons uc s – Pa 2 Tab. 4: KMO and Ba le ’s echniques EM_1_2022.indd 104 23.3.2022 9:36:34 111 1, XXV, 2022 Business Adminis a ion and Managemen Enhance O ganiza ional Pe o mance o SMEs Indus y. Jou nal o Cleane P oduc ion, 271, 1–18. h ps://doi.o g/10.1016/j.jclep o.2020.122456 Maknun, J., Ba liana, M. S., Rahmawa i, Y., & Wahyudin, D. (2021). Teache Compe ency o Voca ional High School (SMK) in he E a o Indus ial Re olu ion 4.0. In P oceedings o he 6 h UPI In e na ional Con e ence on TVET 2020 (TVET 2020). h ps://doi.o g/10.2991/ asseh .k.210203.110 Mohamad, M. M., Saud, M. S., & Ahmad, A. (2009). The Need In T aining And Re aining Fo TVET Teache s In Malaysia. Jou nal o Technical Educa ion and T aining, 1(1), Re ie ed om h ps://publishe .u hm.edu.my/ ojs/index.php/JTET/a icle/ iew/281 Obwoge, M. E., & Kwamboka, O. S. (2016). E-Lea ning in TVET: An Oppo uni y o De eloping Coun ies. IRA In e na ional Jou nal o Educa ion and Mul idisciplina y S udies, 3(3). h ps://doi.o g/10.21013/jems. 3.n3.p8 Oma , M. K., Zaha , F. N., & Rashid, A. M. (2020). Knowledge, skills, and a i udes as p edic o s in de e mining eache s’ compe ency in Malaysian TVET ins i u ions. Uni e sal Jou nal o Educa ional Resea ch, 8(3C), 95– 104. h ps://doi.o g/ 10.13189/uje .2020.081612 Osman, N. W., & Kamis, A. (2019). The Inno a ion Leade ship Skills o Middle- Voca ional Leade o Technical and Voca ional Educa ion and T aining (TVET) in Malaysia. In e na ional Jou nal o Psychosocial Rehabili a ion, 23(4), 930–942. h ps://doi. o g/10.37200/ijp / 23i4/p 190421 Pa yono. (2017). The impo ance o TVET and i s con ibu ion o sus ainable de elopmen . In AIP Con e ence P oceedings (Vol. 1887, 020076). h ps://doi.o g/10.1063/1.5003559 Powell, T. C., Lo allo, D., & Fox, C. R. (2011). Beha io al s a egy. S a egic Managemen Jou nal, 32(13), 1369–1386. h ps://doi.o g/10.1002/smj.968 Reddy, P. A., De i, D. U., & Reddy, E. M. (2011). A s udy o he oca ional educa ion p e e ences and in e es s o he Indian unde g adua e s uden s. Bulga ian Jou nal o Science and Educa ion Policy, 5(1), 94– 114. Re ie ed om h p://bjsep.o g/ge ile. php?id=91 Reid, D. H. (2017). Compe ency-Based S a T aining. In Applied Beha io Analysis Ad anced Guidebook (pp. 21–40). Ams e dam: Else ie . h ps://doi.o g/10.1016/b978-0-12- 811122-2.00002-4 San osa, B., & Muchlas, M. (2017). In eg a ed compe ency-based assessmen and ce i ica ion in oca ional high school in Indonesia. In Regionaliza ion and Ha mo- niza ion in TVET (pp. 3–8). London: Rou ledge. h ps://doi.o g/10.1201/9781315166568-1 Sa i, R. L., & Senia i, A. N. L. (2017). The ole o p o essional commi men as a media o in he ela ionship be ween job sa is ac ion and o ganiza ional commi men among lec u e s in highe educa ion ins i u ions. In Di e si y in Uni y: Pe spec i es om Psychology and Beha io al Sciences (pp. 397–404). London: Rou ledge. h ps://doi.o g/10.1201/9781315225302-50 Se n, L. C., Hamisu, M., & Salleh, K. M. (2018). De e mining he Elemen s o TVET Teache s Compe ency o Nige ian Highe Lea ning Ins i u ions. Jou nal o Physics: Con e ence Se ies, 1049, 012078. h ps://doi. o g/10.1088/1742-6596/1049/1/012078 Siahaan, A., Handayani, Y., & Aji, S. (2021). Pe cep ion o Te ia y Voca ional S uden s on De eloping English Speaking Skills h ough Li e s. Reco ded P esen a ion. In P oceedings o he 2nd In e na ional Con e ence on Applied Economics and Social Science – ICAESS (pp. 359–365). h ps://doi. o g/10.5220/0010356703590365 Skiba, R. (2020). G aded Assessmen Models o Compe ency-Based T aining in Voca ional Educa ion and T aining. Wo ld Jou nal o Educa ion, 10(3), 106. h ps://doi. o g/10.5430/wje. 10n3p106 S olia chuk, L. B. (2020). Compe ency- based app oach o u u e lawye s’ p o essional aining a Canadian uni e si ies. Pedagogical sciences eali y and pe spec i es, 78, 211–215. h ps://doi.o g/10.31392/npu-nc. se ies5.2020.78.45 Š eimikienė, D., & Ahmed, R. R. (2021). The in eg a ion o co po a e social esponsibili y and ma ke ing concep s as a business s a egy: e idence om SEM-based mul i a ia e and Toda-Yamamo o causali y model. Oeconomia Cope nicana, 12(1), 125–157. h ps://doi. o g/10.24136/oc.2021.006 S ynska, V. V., Yashchyshyn, Z. M., & Klishch, I. P. (2021). Compe ency-based app oach in Uk ainian oca ional aining. Pedagogical sciences eali y and pe spec i es, 2(79), 139–142. h ps://doi.o g/10.31392/npu- nc.se ies5.2021.79.2.30 Suda sono, B., San osa, B., & So yan, H. (2021). Imp o ing The Compe ency EM_1_2022.indd 111 23.3.2022 9:36:35 112 2022, XXV, 1 Business Adminis a ion and Managemen o Au omo i e Voca ional Teache s wi h pa ne ship-based T aining Model (PBK). JTP - Ju nal Teknologi Pendidikan, 22(3), 200–208. h ps://doi.o g/10.21009/j p. 22i3.18690 Susan i, S., Ha i, H., & P a iwi, V. (2020). The eadiness o eache candida es o oca ional high school in he 4 h indus ial e a iewed om eaching skill and capabili y in echnology. Ju nal Pendidikan Vokasi, 10(1). h ps://doi.o g/10.21831/jp . 10i1.28057 Ta şancil, E., & Yalçin, S. (2016). A i udes o p ima y school p ospec i e eache s owa ds a educa ion. New T ends and Issues P oceedings on Humani ies and Social Sciences, 2(1), 667– 674. h ps://doi.o g/10.18844/gjhss. 2i1.1009 T an, L. T., & Nyland, C. (2013). Compe ency- based aining, global skills mobili y and he eaching o in e na ional s uden s in oca ional educa ion and aining. Jou nal o Voca ional Educa ion & T aining, 65(1), 143–157. h ps:// doi.o g/10.1080/13636820.2012.755215 Wildeman, E., Koopman, M., & Beijaa d, D. (2021). Con en and language in eg a ed lea ning in echnical oca ional educa ion: eache s’ p ac ical knowledge and eaching beha iou . Jou nal o Voca ional Educa ion & T aining, 1–22. h ps://doi.o g/10.1080/13636820.2021.1899269 Yunos, J. M., Se n, L. C., & Hamdan, N. H. (2019). C i e ia o Sus ainable Cu iculum o TVET Teache Educa ion P og amme in Malaysia. Jou nal o Technical Educa ion and T aining, 11(3). h ps://doi.o g/10.30880/ j e .2019.11.03.007 Yunos, J. M., Se n, L. C., Hamdan, N. H. (2017). Sus ainabili y o TVET TE P og amme: An Explo a o y Sequen ial Mixed Me hod Design. Ad anced Science Le e s, 23(1), 220– 222. h ps://doi.o g/10.1166/asl.2017.7138 Yunos, J. M., Se n, L. C., Hamdan, N. H. (2018). The Roles o Go e nmen and Leade ship Towa ds he Sus ainabili y o TVET Teache Educa ion P og am. Ad anced Science Le e s, 24(1), 353–355. h ps://doi. o g/10.1166/asl.2018.12006 Zineb, A. H., Soumia, B., Souad, A., & Ka im, G. (2017). The Applica ion o he Compe ency-Based App oach o Assess he T aining and Employmen Adequacy P oblem. In e na ional Jou nal o Educa ion, 5(1), 1–18. h ps://doi.o g/10.5121/ije.2017.5101 Zinn, B., Raisch, K., & Reimann, J. (2019). Analysing aining needs o TVET eache s in Sou h A ica: An empi ical s udy. In e na ional Jou nal o Resea ch in Voca ional Educa ion and T aining, 6(2), 174–197. h ps://doi. o g/10.13152/ij e .6.2.4 EM_1_2022.indd 112 23.3.2022 9:36:35