Abstract
This study investigates the degree to which career education teachers are practicing the 21st Century Skills as perceived by the educational supervisors and school principals in Jordan. The study sample consisted of (33) supervisors and (55) principals. A self-completed questionnaire was employed, and consisted of (55) items distributed over five domains, where its reliability and validity were verified. The results of the study revealed the following: 1. The overall Mean score for the degree of teachers’ practices reached (3.45) with standared deviation of (0.812), which indicates a moderate degree of practices. 2. The Means for the degree of the teachers’ practices, were ranked, according to the main domains, respectively, from the highest to the lowest effectiveness, as follow: collaboration and interaction, life and career skills, learning and instructionnal innovation, critical thinking and problem solving, and finally information and communications technology skills, with Mean scores of (3.69, 3.68, 3.47, 3.40, and 3.06). 3. The study conclud with several recommendations, among which are, that the professional development programs for Prevocational education teachers in Jordan should be enriched with with special focus on the domain of information and communication technology. (Keywords: Educational Supervisors, Efffectiveness, , Prevocational Education Teachers, School Principals and 21st Century skills)
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