Ahmad Mursyidun Nidhom, Fathiyah Mohd Kamaruzaman, Marlissa Binti Omar
This study aimed to analyze the factors influencing developing professional education programs for vocational teachers through a systematic review of literature released between 2010 and 2024. Vocational teacher education aims at equipping instructors with the skills needed to meet industry demands, yet its implementation often encounters systemic challenges. Data was obtained from Scopus and Web of Science due to their comprehensive coverage of high-quality, peer-reviewed literature relevant to education and vocational studies. A qualitative systematic review method was employed using the PRISMA approach, with clearly defined inclusion and exclusion criteria. From an initial total of 559 papers identified, 15 were selected after rigorous screening and eligibility assessment. The data were thematically synthesized and analyzed to derive meaningful insights. The review found that professional competence, teacher perceptions, managerial and social support, working conditions and geographical and cultural contexts are key interrelated factors influencing program success. High professional competence enhances teaching quality, while favorable perceptions of development programs promote active teacher participation. Additionally, support from management and peers fosters a conducive environment for growth and favorable working conditions improve motivation and performance. These findings underscore the importance of strengthening teacher competencies, encouraging stakeholder collaboration and adapting programs to local contexts. This study provides valuable implications for policy development and best practices in vocational education and highlights the need for continued research to expand understanding in this area. ©Authors.
Universiti Kebangsaan Malaysia, Bangi, Malaysia; State University of Malang, Malang, Indonesia
