Innovative School Leadership, Teaching Factory Implementation, and Teacher Mentoring as Predictors of Soft Skills Development among Vocational Pharmacy Students
DOI:
https://doi.org/10.58230/x4tmrt56Keywords:
innovative leadership, Teaching Factory, teacher mentoring, soft skills, vocational educationAbstract
The transformation of vocational education requires schools to produce graduates with both technical competencies and soft skills aligned with workplace demands. This study examines the predictive relationships of innovative principal leadership, Teaching Factory implementation, and supervising teacher mentoring with students’ soft skills development in Pharmacy Departments of vocational schools in Pekalongan Regency. A quantitative approach with a cross-sectional ex post facto design was employed. The sample comprised 113 teachers from five vocational schools selected through total sampling. Data were collected using a Likert-scale questionnaire measuring students’ communication, teamwork, leadership, professional attitudes, creativity, problem-solving, adaptability, and independence based on teachers’ perceptions. Data were analyzed using descriptive statistics, assumption tests, and simple and multiple linear regression with SPSS. The results indicated that innovative principal leadership, Teaching Factory implementation, and supervising teacher mentoring were positively associated with students’ soft skills, both individually and simultaneously. The regression model explained 78.6% of the variance in students’ soft skills. These findings highlight the importance of integrating innovative leadership, industry-based learning, and teacher mentoring to enhance vocational graduates’ workplace readiness.
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