This study aims to explore the leadership effectiveness that promotes Vocational High School (VHS) revival. The Kerlinger survey method was used to test the notion of emotional maturity, position power, helpful behaviour, and leadership effectiveness. The sample of 252 responders included 84 VHS principals and 168 VHS teachers. According to the confirmatory factor analysis, emotional affirmation established the construct of emotional maturity, position power was best developed coercive power, and readiness to explain the program. Personal traits are the most powerful predictor of leadership effectiveness and the contribution of position power that directly influences helpful behaviour is 4.92%. The contribution of position power to direct leadership effectiveness is 5.19%, and the contribution of supportive conduct to direct leadership effectiveness is 6.05%. The leadership model discovered in this study is innovative that it can empirically explain the dominating elements that compose the latent variables: emotional maturity, position power, supportive leadership style, and leadership effectiveness. These findings greatly impact how leadership science is developed in education, especially vocational.

The presented study was conducted to investigate vocational high school EFL teachers’ professional knowledge and teaching efficacy from teachers’ perspectives. Data were collected through a questionnaire and analyzed by frequency distribution, t-test, ANOVA, Pearson correlation and stepwise regression. The results indicated that teachers have higher performance on professionalism and attitude to professional knowledge; teaching and class management in teaching efficacy. A significantly positive correlation was found between EFL teachers’ professional knowledge and teacher efficacy. Teachers reported that professional skills, professionalism, and attitude in professional knowledge were significant predictors of teaching efficacy. Professional knowledge helps to shape effective teaching.