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This study aims to determine the relationship among the training implementation, teacher empowerment, teachers mind set and teacher professional development. The research method used quantitative methods with the number of respondents as many as 90 vocational school teachers from Sumatera and Kalimantan. Data were processed using path analysis. The results showed: first, the training implementation directly affects teachers mindset of 20.07%. Secondly, teacher empowerment directly affect teacher mindset 21.90%. Third, Implementation Training directly influence on the Teacher Professional Development 10.11%. Fourth, Teacher Empowering directly influence the Teacher Professional Development at 0.0756 or 7.56%. Fifth, Teacher Mindset directly influence the Teachers Professional Development of 18.83%.Based on the results of the study suggested: first, Head of Education districts/cities in formulating policies relating to teachers professional development encourage the participation of teachers in training, teacher empowerment, and development mindset. Second, teacher training institutions in order to improve the quality and quantity its training. Third, the school superintendent shall carry out its role priority on empowering teachers and teacher development mindset. Fourth, principals should encourage the professional development of teachers. Fifth, the teacher does not stop improving the ability of the profession to do through the seriousness of the following training, developing mindset and utilize empowerment fullest.

iosr journal of research and method in education

Teacher Professional Development Seen From Training Implementation, Teacher Empowerment and Teacher Mindset at Center of Development and Empowerment for Teacher and Education Personnel (PPPPTK) Medan