Özet:

Causal relationship model of factors affecting the effectiveness of vocational education schools under the Office of the Vocational Education Commission through information technology aimed to 1) study the components of causal relationship model of factors affecting the effectiveness of vocational education schools under the Office of the Vocational Education Commission through information technology, 2) develop and verify the harmonization of the causal relationship model of factors affecting the effectiveness of vocational education schools under the Office of the Vocational Education Commission through information technology, and 3) present direct influence, indirect influence and the combined influence that affect the effectiveness of vocational education schools under the Office of the Vocational Education Commission. The questionnaires respondents were 502 college teachers under the Office of the Vocational Education Commission. The results showed that the effectiveness of vocational education schools (SEF) was influenced by the professional competence of the teacher (PRO), communications (COM), transformational leadership of school administrators (TRL), organizational culture (CUL), and information technology (IT). The organizational culture (CUL) was a variable that most highly influenced (on) the effectiveness of vocational education schools with a total influence value of 1.28 followed by communications COM),information technology (IT), professional competence of the teacher (PRO) with total influence values of 1.22, 0.48, 0.21 and 0.12 respectively and found that organizational culture (CUL) had a direct influence, indirect influence, and the total influence on the effectiveness of vocational education schools (SEF) with a total influence value of 1.28. The results showed that the organizational culture (CUL) variable that influenced (on) the effectiveness of vocational education schools (SEF) had direct influence and indirect influence through information technology (IT) with total influence values of 1.10, 0.18, and 1.28 respectively while transformational leadership of school administrator (TRL) had direct influence and indirect influence through organizational culture (CUL) and information technology (IT), and had direct influence and combined influence to the effectiveness of vocational education schools (SEF) with values of 0.48, 0.21 and 0.12 respectively. The hypothesis prediction model was consistent with the empirical data.

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