A Study Of Vocational School Teacher Preferences And Readiness To Form A Learning Community With The Collaborative Teacher Inquiry Approach

Mian Siahaan (Pendidikan Ekonomi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen, Indonesia)
Elisabeth Batubara (Pendidikan Ekonomi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen, Indonesia)

JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA
Vol. 11 No. 2 (2025): This issue focuses on Education and Social

This study aims to analyze the preferences and readiness of vocational high school (SMK) teachers in Medan City to form a learning community based on Collaborative Teacher Inquiry (CTI). A mixed-methods sequential explanatory approach was employed, involving 250 quantitative respondents and 9 in-depth interview participants. The findings indicate that Learning Goal Orientation (LGO) is a significant predictor of CTI readiness (β = 0.216, p < 0.001), with systemic barriers acting as a key mediator. Teacher preferences for collaborative learning were reflected in a strong interest in small discussion groups (78%) and flexible scheduling. This study proposes a contextualized CTI model tailored to the needs of vocational teachers, strengthening the role of LGO as a resilience mechanism for overcoming structural challenges