Journal of Economic and Social Dynamics

Abstract

Many instructors in Technical and Vocational Education and Training (TVET) institutions possess strong theoretical knowledge but lack up-to-date industrial and practical experience. This limitation affects their ability to demonstrate real-world applications of technical concepts, resulting in less effective hands-on learning experiences for students. The aim of this study is to evaluate how instructors’ professional compe tency influences students’ performance and employability. Grounded in Competency-Based Education (CBE) theory, the research emphasizes the alignment between instructional competency, curriculum delivery, and industry expectations. A mixed-method approach was employed by combining quantitative surveys involv ing 85 instructors and qualitative interviews with selected students from technical departments. Quantita tive data were analyzed using descriptive statistics, while qualitative data were examined using thematic analysis. The findings revealed that instructors with higher levels of technical and pedagogical competency demonstrated better classroom effectiveness, stronger student engagement, and improved practical learning outcomes. In addition, institutions that consistently provide continuous professional development programs recorded better teaching quality and higher student confidence in employability skills. The study concludes that strengthening instructor competency is essential in producing industry-ready graduates and ensuring the sustainability of vocational education systems in the era of industrial transformation.