Purpose: This study was conducted to analyze the level of policy awareness among vocational high school credit system policy implementers and derive improvement measures. Methods: This study utilized survey data on policy perceptions of the high school credit system from forty-four head teachers at Meister High Schools, supplemented by in-depth telephone interviews with five participants to explore the reasons behind the survey results. The data were analyzed using statistical methods such as descriptive statistics, t-tests, Borich needs assessment, and Importance Performance Analysis (IPA) with the help of SPSS 23.0 software. Results: The analysis of the perception of vocational high school credit system administrators revealed that in the policy goal factors, perception of the policy-making process emerged as the most urgently needed factor for improvement. In executing agency factors, perception of member capabilities emerged as the most urgently needed factor for improvement. In execution management factors, perception of performance goals emerged as the most urgently needed factor for improvement. In policy environment factors, perception of interest and support emerged as the most urgently needed factor for improvement. Conclusion: To enhance the effectiveness of the credit system in vocational high schools, it is necessary to improve the efficiency of tasks related to the credit system, implement a more flexible curriculum, and increase students' understanding and interest in the credit system policies.
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