Integration of Work Experience and Professional Training in Shaping the Character of Teacherpreneurs

Teacherpreneur Character

Abstract

By increasing access to high-quality education and fair employment opportunities, vocational education contributes significantly to the achievement of Sustainable Development Goal 4 (SDG 4). Nevertheless, many vocational instructors lack the teacherpreneur qualities required to promote innovative Learning and match the curriculum to industry demands. This study examines the impact of combining professional training and work experience on the development of teacherpreneur traits among automotive vocational teachers in Semarang City. With 264 respondents, an ex post facto quantitative design was employed. A validated questionnaire was used to collect data, and path analysis and multiple linear regression were used for analysis. The findings indicate that work motivation has the most significant direct impact on the professionalism of entrepreneurial teachers (β = 0.28), followed by work experience (β = 0.18) and teacher attitudes (β = 0.17). Access to professional training is strongly influenced by the educational environment (β = 0.78). Although the combination of formal training with practical experience has a beneficial effect, the impact is still moderate. To guide the sustainable development of vocational teachers in the 21st century, this study proposes a novel theoretical framework that integrates professional training, work experience, and entrepreneurial approaches.