<![CDATA[Purpose – This study aimed to analyze the process of developing students’ work integrity, the supporting and inhibiting factors involved, and the forms of work integrity demonstrated after field work practice (PKL) in the Office Management specialization at State Vocational High School 1 Ponorogo (SMK Negeri 1 Ponorogo), examined through four dimensions: honesty, discipline, commitment, and responsibility. Methods – This qualitative descriptive study involved fieldwork practice students, supervising teachers, workplace mentors, and a coordinator at the Ponorogo Regency Manpower Office and PLN UP3 Ponorogo. Data were collected through semi-structured interviews, observations, and document analysis, validated through triangulation, and analyzed using data condensation, display, and verification. Findings – Work integrity developed through a staged process comprising work standard orientation, engagement in authentic administrative tasks, feedback and correction, habituation, the granting of trust and independence, and reflection and transfer. This process was shaped by four supporting factors and four inhibiting factors, while post-field work practice behavior showed a shift from externally supervised compliance toward self-regulated professional conduct. Research implications – The findings suggest that vocational workplace learning should integrate clear behavioral standards, authentic tasks, constructive feedback, role modeling, gradual responsibility, and reflective monitoring. Schools and workplace partners should collaborate to support students’ transition from externally guided participation toward increasingly self-regulated professional behavior. Originality – The originality of this study lies in mapping the simultaneous development of four dimensions of work integrity through a process-oriented and multi-source perspective across two contrasting organizational contexts.]]>
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