<![CDATA[The development of vocational education requires schools to produce graduates who possess not only technical competencies but also strong interpersonal and professional skills needed in dynamic workplace environments. Among various factors influencing students’ soft skills development, the role of teachers as mentors and professional guides represents an important educational component. This study aims to examine the effect of teacher mentoring roles on the development of soft skills among vocational pharmacy students in Pekalongan Regency, Indonesia. This study employed a quantitative approach using an ex post facto research design. The research population consisted of teachers from Pharmacy Departments of vocational high schools, and 113 teachers were selected through a total sampling technique. Data were collected using a structured questionnaire based on a five-point Likert scale. The collected data were analyzed using descriptive statistics, correlation analysis, and simple linear regression with the assistance of SPSS. The findings revealed that teacher mentoring roles had a positive and significant effect on students’ soft skills development. The correlation analysis demonstrated a strong relationship between teacher mentoring roles and students’ soft skills (r = 0.756, p < 0.001). Furthermore, the regression analysis indicated that teacher mentoring roles contributed 57.2% to the variance in students’ soft skills development. These findings highlight that teachers play a strategic role in strengthening students’ communication skills, teamwork, responsibility, adaptability, and professional attitudes. This study emphasizes the importance of enhancing teachers’ mentoring competencies as part of vocational education management strategies to prepare graduates who are professionally competent and ready to meet workplace demands.]]>
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