Instructor Capacity and Professional Development Management in Maritime Vocational Education: A Study of Human Resource Development for Future Sea Transportation Management

Jaya Alamsyah; Iksan Saifudin

doi:10.55606/jubima.v4i2.4573

Authors

Jaya Alamsyah Politeknik Pelayaran Sulawesi Utara
Iksan Saifudin Politeknik Pelayaran Sulawesi Utara

DOI:

https://doi.org/10.55606/jubima.v4i2.4573

Keywords:

Career Progression, Human Capital, Instructor Capacity, Maritime Education, Professional Development

Abstract

Maritime vocational high schools are expected to produce graduates whose technical competency matches an increasingly modernized sea transportation industry, yet whether the instructors responsible for delivering that competency are themselves managed as a developing human resource, kept technically current, professionally supported, and strategically incentivized, has received markedly less attention than curriculum content or student outcomes. This study examines how a maritime vocational high school in Jakarta manages instructor technical currency, professional development investment, workload structure, and career-progression incentives, treating instructor capacity as a distinct institutional human resource management function rather than an assumed background condition underlying curriculum and governance reform. A qualitative design was employed, combining semi-structured interviews with 6 school administrators, 10 vocational and technical teachers, and 4 human resource or personnel management staff, supplemented by document review of professional development records and staffing policy spanning three academic years. Thematic analysis, cross-source comparison, and narrative synthesis identified four dominant findings: technical currency maintained predominantly through personal rather than institutional effort, professional development investment structured reactively around accreditation rather than industry or technological change, workload structures that crowd out capacity for technical updating, and an absent formal career-progression pathway linking sustained technical currency to advancement. The findings extend human capital theory and the Job Demands-Resources model into maritime vocational education human resource management and support a restructured, incentive-linked instructor development system as a precondition for sustainable future sea transportation workforce preparation.

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