Teacher’s Competences in Technology-Based Education in Indonesia: The Case of a Vocational Accounting Teaching School

Abstract

This study examines the increasing competence of accounting teachers at SMK in the capital city of Jakarta through training and teaching experience. Quantitative research design was used to conduct a survey for data collection from a randomly selected sample of 82 accounting teachers. The data was processed using SPSS 25 with a model and partial test, which helped identify and analyze the influencing factors. The results reveal that accounting teacher competence is empirically influenced by work motivation and not by principal leadership. It was also revealed that the competence of accounting teachers in technologically developing education is a coaching process to understand technology integration. Hence, continuous development of accounting teachers can be used to improve teacher learning and in-service training. The study recommends that teacher competence in technology-based education should be more integrated with reliable knowledge and a repertoire of accounting teacher expertise and teaching applications with global competence