Abstract
This study aimed to identify the role of vocational education teachers in instilling the concept of vocational education among students. The study population consisted of 752 teachers, and the study sample included 152 teachers who teach vocational education in Irbid Governorate schools in Jordan. To achieve the study's goals, the descriptive approach was used, along with a questionnaire consisting of 32 items divided into four domains: cognitive, skill, emotional, and educational environment. The results showed that the role of vocational education teachers in instilling the concept of vocational education among students was moderate, with the skill domain ranking first at a high level, while the cognitive domain ranked last at a low level. The results indicated a significant difference in the role of teachers in instilling the concept of vocational education among students due to the educational qualification variable, favoring those with higher education (bachelor's degree and above), and the years of experience variable, favoring those with more than 10 years of experience. No differences were found due to the gender variable. Based on these findings, the researcher recommends that teachers pay attention to instilling the concept of vocational education among students in a balanced manner across all skill, cognitive, emotional, and educational environment fields. Additionally, adopting standardized tests for detecting students’ professional tendencies is recommended as a primary source for guiding students into vocational education paths.
Recommended Citation
Hamadaneh, Qaseem
(2024)
"The Role of Vocational Education Teachers in Instilling the Concept of Vocational Education among Students in Irbid Governorate' Schools from Teachers' Perspective,"
Jordan Journal of Applied Science-Humanities Series: Vol. 38:
Iss.
2, Article 3.
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol38/iss2/3