Developing Professional Commitment through Strengthened Leadership, Personality Characteristics, and Achievement Motivation

Muhamad Thohiruddin; Bibin Rubini; Eka Suhardi

doi:10.63922/ijevss.v4i04.2533

Muhamad Thohiruddin Universitas Pakuan, Bogor, Indonesia
Bibin Rubini Universitas Pakuan, Bogor, Indonesia
Eka Suhardi Universitas Pakuan, Bogor, Indonesia

DOI: https://doi.org/10.63922/ijevss.v4i04.2533

Keywords: : professional commitment, leadership, personality characteristics, achievement motivation

Abstract

This study examines the influence of leadership, personality characteristics, and achievement motivation on the professional commitment of accredited private vocational school teachers in West Jakarta. Professional commitment is recognized as a critical factor in ensuring instructional quality and preparing students for evolving industry demands. The study aims to analyze the direct and indirect contributions of the three predictor variables to teachers’ professional commitment. A quantitative survey method with path analysis was employed, involving 133 permanent teachers selected through multistage random sampling. The results reveal that all independent variables exert a positive influence on professional commitment. Achievement motivation demonstrates the strongest direct effect, followed by personality characteristics. Leadership shows a smaller direct effect but contributes significantly through indirect pathways mediated by personality and motivation. These findings indicate that professional commitment is shaped by the interaction between internal and external factors, highlighting the importance of supportive leadership in fostering teachers’ motivation and personality development. The study offers theoretical contributions to integrated models of professional commitment within vocational education and practical implications for leadership strategies, teacher development programs, and quality improvement policies in vocational schools.

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