Renny Dwijayanti, Bambang Sugeng, Naswan Suharsono, Wening Patmi Rahayu, Novi Marlena
This study investigates how vocational teachers' professional commitment to implementing 21st-century learning in entrepreneurship education is shaped by their pedagogical and professional competence. Herzberg's Two-Factor Theory and Vroom's Expectancy Theory, which describe how job satisfaction, performance, and motivation affect professional engagement, serve as the foundation for the study. The study utilized a quantitative explanatory design with path analysis to examine the connections between four variables: teacher professional commitment (Y), self-efficacy (Z), professional competence (X2), and pedagogical competence (X1). 102 vocational high school teachers who teach entrepreneurship courses in Surabaya, Indonesia, made up the sample. An online survey modified from validated tools was used to gather data. The findings indicate that professional commitment is significantly and directly influenced by both pedagogical competence (β = 0.486, p < 0.001) and professional competence (β = 0.510, p < 0.001). Although self-efficacy does not significantly predict professional commitment (β = 0.027, p = 0.629), both competencies also have a positive impact on self-efficacy (β = 0.210 and β = 0.168, respectively). Self-efficacy had few indirect effects. According to these results, professional commitment is most strongly influenced by teacher competencies, with self-efficacy playing a minor mediating role. The study highlights the value of ongoing professional development to improve competencies and sustain teachers' dedication to incorporating cutting-edge 21st-century learning into vocational entrepreneurship instruction. © 2026, Malque Publishing. All rights reserved.
Universitas Negeri Malang, Malang, Indonesia; Universitas Negeri Surabaya, Surabaya, Indonesia
