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It is widely known that the success of teaching and learning systems on TVET is multidimensional, implying that measurement requires a number of different competences to capture each element. The point as an important key of successful at the teaching-learning process in the classroom is teacher professionalism. We need more regulation to combine disparate indicators of teacher professionalism competencies into a single composite measure. This paper will examine the pedagogic, personality, professionalism, and relationship competency's issues that involved in the creation of composite indicators. The analysis suggests that the technical choices which is made in the construction of the composite can have a significant impact on the outcomes. Analytical issue in the design of composite indicators clearly has an important policy implications. This report highlights the issues which need to be connected to the issues about construction of robust composite indicators, so that it can be designed in ways, which will minimize the potential for misleading performance information, also possible to make a failure in deliver the expected improvements or even produce a side-effects. Index Terms composite variable, professional competence, vocational education.

Understanding of Composite Professional Competence Variable of Teacher Students of the Faculty of Technology and Vocational Education