Vocational Training Schools Research Articles

Managerial Competency and Social Competency of School Principals in Improving the Quality of Education in Vocational Schools

Successful education in achieving school goals requires the competence of the school principal. Principal competency is the ability possessed by the principal in terms of planning, organizing, developing and supervising educational institutions to be able to utilize existing resources to achieve quality learning and quality education..The aim of this research is to find outmanagerial competence and social competence of school principals in improving the quality of education at State Vocational Schools in Banda Aceh City. This research uses quantitative methods. Questionnaires, interviews, and observation are all used as data collection methods. Both qualitative and quantitative descriptive analysis are the methods of data analysis that are employed. The R-squared test, which shows that the management competency variable has an R-squared value of 0.893, indicating that 89% of the variation in this variable can be explained by the model research, makes it a powerful model. Based on research findings, it was found that managerial and social competencies have an influence on improving the quality of education in schools. In the meantime, the social competency variable is regarded as moderate because its R-squared value of 0.655 indicates that the model accounts for 65% of the variation.

The prevalence, course, and risk factors of suicidal ideation and suicide attempts among students in vocational education

BackgroundWorldwide, suicide is one of the leading causes of death among adolescents and young adults. Given that suicide in this age group is common within vocational students, this study aims to provide insights into the prevalence, course, and risk factors of suicidal ideation (SI) and suicide attempts (SA) among students in vocational education over the past 10 years.MethodsThis study has a repeated cross-sectional design, utilizing data from 2013 to 2023 provided by the ‘Testjeleefstijl’ foundation in the Netherlands (‘Test Your Lifestyle’). In total, 101,182 students in vocational education completed a web-based standardized questionnaire. Univariate logistic regression was used to test the predictive value of risk factors separately (anxiety and depression, gender, age and school year) on SI and SA. In addition, a machine learning model (Berkelmans et al., 2023) ​was used for high-risk identification of combined risk factors (multivariate models).ResultsWithin vocational students, 12-month SI and SA prevalence increased from respectively 17.7% and 2.3% in schoolyear 2013–2014 to 23% and 3.2% in 2022–2023. Although female gender significantly predicted SI and SA in the univariate analyses, the multivariate models revealed that female gender decreased the likelihood of both SI (OR 0.9) and SA (OR 0.7). A high risk for anxiety and depression was the strongest predictor in the multivariate models for SI (OR 42.8) and SA (OR 19.0).ConclusionOver the past decade, the prevalence of SI and SA increased in students in vocational education, with the risk of anxiety and depression being the strongest contributing factor. While females had a higher prevalence of anxiety and depression, the results suggest these conditions tend to lead to SI and SA more quickly among male students. Early intervention in suicide prevention is crucial, highlighting the need to identify and address anxiety and depression. Vocational education schools have a critical role in this, emphasizing early screening and intervention, with specific attention to gender-specific factors.

Examination as knowledge development: A case study from vocational education and training

Post-graduate and further education can easily be overlooked as a contribution to collective knowledge and practice development in a field of practice. An overarching theme of this article is how the organisation of a post-graduate and further education initiative can influence collective knowledge in vocational education and training. This article aims to inquire about what teachers and school managers in vocational education and training experience with an examination format where the teachers conduct a university exam at their school, with their management as audience and potential participants. This case study is based on qualitative data from four focus group interviews with teachers and five focus group interviews with school managers at five vocational training schools. The teachers participated in the ‘Vocational Teacher Training Initiative programme’ (YFL) in Norway. ‘The third space’ is used as the overarching theoretical framework. Through a thematic content analysis, the findings were crystalised into three categories. 1) The examination format facilitated a proximity to practice. 2) Knowledge sharing appeared as concrete actions. 3) The examination format revealed new possibilities for co-creation with higher education. The result is that the examination format seemed to function as a bridge between conventional teaching practices in higher education and collective development in vocational education and training. Minor changes in the examination format appeared to open the door to what is termed ‘a third space’ between higher education and schools.

The Effect of Teaching Team Building and Demographic Factors on Employees' Performance of Vocational Education Schools in Honghe Prefecture, China

The Effect of Teaching Team Building and Demographic Factors on Employees' Performance of Vocational Education Schools in Honghe Prefecture, China

The Investigation of the Influence of Leadership, Work Environment, and Motivation on Teacher Performance on the Quality of Vocational School Education

The quality of education in Vocational High Schools (SMK) faces significant challenges, particularly concerning teacher leadership, work environment, and motivation. This study aims to investigate the influence of these factors on teacher performance and the overall quality of education in vocational schools throughout Malang Raya. Employing a quantitative research method, data were collected through surveys administered to teachers, focusing on three exogenous variables: Leadership (Teacher Learning Leadership), Work Environment, and Motivation (Internal/Intrinsic Motivation), alongside the endogenous variable of Teacher Performance and the intervening variable of Quality of Education. The results indicate that effective leadership, a supportive work environment, and high levels of motivation significantly enhance teacher performance, positively impacting the quality of education. Leadership (X1) contributes 4% to teacher performance (Y), while the work environment (X2) has a significant impact, contributing 39.4%. Additionally, motivation (X3) accounts for 11.4% of the variance in teacher performance. The overall model demonstrates a coefficient of determination (R²) of 0.549, indicating that approximately 54.9% of the variability in teacher performance can be explained by the combined effects of leadership, work environment, and motivation. In conclusion, The study emphasizes how crucial it is to create a positive work atmosphere and boost teacher motivation by utilizing effective leadership techniques. The implications of this research provide evidence-based recommendations for developing programs that support teacher performance and improve educational quality in vocational schools. By prioritizing these factors, educational institutions can better equip teachers to fulfill their diverse roles and responsibilities, ultimately benefiting student learning experiences.

On the Application of English Picture Books in English Teaching of Preschool Education in Secondary Vocational Schools

With the continuous improvement of parents’ attention to early childhood education, English learning tends to develop at a younger age. Picture books have become a hot “top current” in infants and young children. How to use picture books well and talk about picture books well also puts forward higher requirements for the future quality of preschool teachers. Therefore, the English classroom of preschool education also needs to be reformed, which needs to keep up with the pace of the era, make adjustments to the course content, and increase the cultivation of the basic English ability and teaching ability of preschool students in secondary vocational schools, to better meet the needs of future career development. Based on the current background and development situation, this paper discusses how to introduce English picture books into the English classroom of preschool education in secondary vocational schools and the role of English picture books in the English teaching of preschool education.

Strategies for Developing the Quality of SMK Education Islamic High School Majoring in Multimedia and Technology Information (Case Study in Parung Panjang District - Bogor Regency)

This study uses a qualitative method with the Analytical Hierarchy Process (AHP) to analyze the strategy for developing the quality of Islamic vocational school education majoring in multimedia and information technology in the Parung Panjang area, Bogor Regency, with a focus on school accreditation, human resources, curriculum, and infrastructure. In addition, this study develops alternative quality development strategies that can be applied not only in the region but also in general throughout Indonesia. The results of this research show that the main criteria for developing quality of education at Islamic Vocational Schools consisted of managerial (A1, A2), curriculum (A2, A3), human resource (A3, A4), infrastructure (A4, A5), and human resources (A4). The findings of this study can be used as a reference for the implementation of strategies in Islamic vocational schools, and cultivating strategies that have a positive impact on Islamic education both at the national and international levels.

Landscape Design Approach in Special Education School

Special education schools and their gardens are priority places that will facilitate their adaptation to real life in addition to providing education to many students with different characteristics. In this study, the planning and design process was evaluated by examining the garden approaches in the schools where individuals with special educational needs are educated. In addition, it is aimed to determine the landscape design criteria by considering the planning and design approaches made in line with different vocational backgrounds in schools where individuals with special education need are present. The study area is the garden of Nilüfer Special Education Vocational School in Nilüfer district of Bursa. The study area covers the greenhouse and the olive grove in front of it, which serves within the scope of agricultural education. In the method of the study, the landscape design process and the criteria that can be used in this process are discussed. Based on these criteria and the landscape design process, a landscape design was made on the area. By keeping the physical facilities of the area, user requests and expectations, user profile in the foreground, the design process was handled and a proposed landscape design was put forward.

Program Management for Strengthening Science and Character Education Learning Outcomes in Vocational Schools throughout Sebatik Nunukan Island - North Kalimantan

Research This research examines the management of knowledge strengthening and character education programs in vocational schools throughout Sebatik Nunukan, North Kalimantan. Using a qualitative approach, data was collected through observation, in-depth interviews, and documentation studies with research subjects including teachers, school principals, and students. Data analysis was carried out using thematic methods and the Miles, Huberman, and Saldana model. The research results show that limited educational facilities such as laboratories and libraries hinder the science teaching process. Character education is often inconsistent due to a lack of training and support for teachers, requiring ongoing training and professional support. Local community participation in character education is still limited, even though it is very important to create an environment that supports character values. This research emphasizes the importance of improving educational facilities, continuous training for teachers, community involvement, implementing innovative learning methods, and utilizing technology in programs to strengthen knowledge and character education in vocational schools throughout Sebatik Nunukan. It is hoped that these efforts can improve the quality of education and produce a generation that is competent and has good character.

Perceived school service quality and vocational students' learning satisfaction: Mediating role of conceptions of vocational education.

This study examined the relationships among vocational students' perceptions of school service quality, their learning satisfaction, and their conceptions of vocational education in Chinese secondary vocational schools. Using a quantitative approach, data were collected from 10,721 students through multistage sampling. Perceived school service quality was assessed using the five-factor SERVPERF instrument, learning satisfaction was measured with the one-factor SSwLA scale, and conceptions of vocational education were evaluated using the one-factor SCoVE scale. These instruments were subjected to internal, convergent, discriminant, and construct validity tests, including exploratory and confirmatory factor analyses. Structural equation modeling (SEM) analyzed the relationships among the constructs. Additionally, mediation analysis was employed to explore the mediating role of students' conceptions of vocational education in the relationship between perceived school service quality and learning satisfaction. Results indicated that learning satisfaction was positively influenced by students' perceptions of school service quality, particularly responsiveness, assurance, reliability, and empathy, but negatively by tangibles. Furthermore, the association between students' perceived school service quality and learning satisfaction was mediated by their conceptions of vocational education, highlighting the complex interaction between perceived service quality and students' learning satisfaction. These findings provide critical insights for policymakers and educators seeking to enhance effectiveness and satisfaction within vocational education settings.

Factors Affecting The Adoption Of Mobile Learning In Vocational High Schools And High Schools Using Extended UTAUT

M-Learning is a learning process that uses technology or mobile devices such as smartphones, tablets or wearable devices to support the learning process. This is still being done because there are many different theoretical models proposed. However, there is no model that can be generally accepted as an established theoretical model in the application of M-learning in vocational and high school education environments in Sidoarjo. This research is expected to make a significant contribution to the development of a better theoretical understanding of the determining factors that influence M-learning adoption using the Unified Theory of Acceptance and Use of The Technology (UTAUT). To collect data, researchers distributed questionnaires to respondents using Google Form. The data used were 444 M-learning users. Theoretical model research was carried out using Structural Equation Modeling (SEM) analysis, then SPSS and Amos as analysis support. There are seven factors that determine the results of acceptance of M-Learning adoption in this research, namely Facilitating Condition, Performance Expectancy, Effort Expectancy, Perceived Convenience, Social Influence, School Management Support. The six factors that show a positive and significant relationship are Facilitating Condition, Performance Expectancy, Effort Expectancy, Perceived Convenience, Social Influence, School Management Support. Perceived Convenience has the first strongest positive and significant value, and Performance Expectancy has the second strongest value. Each factor has a moderate influence on Intention to Use. This factor is the most influential in implementing M-Learning in vocational and high schools in the Sidoarjo area.

Effectiveness of the interaction unit method in teaching addition and subtraction problem-solving skills to students with intellectual disability

This study examines the effectiveness of the interaction unit method, which is presented virtually, in teaching addition and subtraction problem-solving skills to students with intellectual disability (ID). The research was conducted with three students (one girl and two boys) aged 15–16 years who were diagnosed with ID and were attending a special education vocational school in Istanbul. Multiple probe design with probe trials across the subjects was used. The dependent variables include the participants’ level of solving addition and subtraction problems, and the independent variable is the teaching via the virtual interaction unit method (VIUM). We found that by using this method, students with ID could acquire the skills to solve addition and subtraction problems. Moreover, it was determined that the students continued to maintain these skills one and two weeks after the intervention and were able to generalize different environments, tools, and people. Considering the social validity of the research obtained from teachers’ opinions, it was concluded that the opinions about the VIUM were positive.

Analysis of Advanced Models of Labor Education in Vocational Schools in the New Era and Thoughts on Curriculum Optimization

This paper focuses on the important topic of labor education in vocational schools in the new era. Based on in-depth exploration of relevant theories and practices, it comprehensively analyzes many problems existing in the current labor education in vocational schools, such as insufficient attention, weak teaching staff, lack of practice bases, and imperfect evaluation mechanisms. Then, it puts forward a series of targeted optimization strategies, including strengthening the educational concept, optimizing the curriculum system, strengthening the construction of the teaching staff, improving the practice bases, and establishing a scientific evaluation mechanism. At the same time, it deeply discusses and expounds on advanced modes, such as industry-education integration, innovation and entrepreneurship education, and modern apprenticeship, aiming to promote the high-quality development of labor education in vocational schools, cultivate high-quality laborers that meet the requirements of the new era, and provide strong talent support for social and economic development.

A network model of stress contagion: evidence from the vocational classroom

PurposeOur study focuses on stress contagion in vocational school classes, examining how students’ stress experiences affect their spatial classmates. For this purpose, we apply a novel formal network model that allows us to differentiate between endogenous and exogenous peer effects in the stress contagion process. Using the network model, we investigate effects on students’ stress levels, considering the stress and coping experiences of spatial peers as well as didactic-methodological context factors.MethodsWe test our statistical model using secondary data collected in a study involving 53 students from two classes at a public German vocational training school. The students’ experiences of stress (time pressure, pressure to succeed) and coping strategies (understanding of the subject matter, self-confidence) were captured using the experience sampling method, while classroom characteristics (e.g., teacher instruction, cooperative work) were recorded through video-based analysis of lessons. Utilizing the panel data, we employ maximum likelihood estimation to assess the spatial peer effects model for both classrooms.ResultsAmong other findings, all model specifications revealed significant peer effects for both stress measures, indicating that the higher the stress experience of immediate peers in the classroom, the higher the individual stress experienced by the students. Concerning the considered context factors, we found, for example, that increased cooperative work leads to higher levels of stress experience.ConclusionFrom a substantive perspective, our results underscore the role of peer-to-peer contagion in the vocational classroom and thus suggest a nuanced examination of cooperative practices. From a research methodology perspective, our approach illustrates how various methods (such as experience sampling, video-based classroom observation, and spatial network information) complement and enrich each other, highlighting the added value of our network analytical approach

Peningkatan literasi dan numerasi dengan pendekatan interaktif dan komunikatif melalui program kampus mengajar di SD Negeri 15 Kota Bengkulu

The Teaching Campus Program is a program from the Ministry of Education and Culture that provides students with the opportunity to study outside campus and experience teaching at assigned schools. The background to this program is the low level of literacy and numeracy in Indonesia, which encourages interventions to improve the quality of elementary, middle school and vocational school education (excluding SMK PK). One of the targets of this program is SD Negeri 15 Bengkulu City. Technology adaptation is an important focus considering the rapid development of technology and the needs of students in the era of society 5.0. This program aims to increase student literacy and numeracy, introduce and utilize technology in the teaching and learning process, and enrich the learning environment through various work program initiatives. The methods used include planning, implementation and ongoing evaluation according to student abilities. The results of this program are expected to significantly improve students' literacy and numeracy skills, increase technology awareness and skills and create a more interactive and enjoyable learning environment. The implication of this program is to provide valuable practical experience for students, improve professional abilities and contribute directly to improving the quality of education in the program's target schools.

Vocational teachers in school settings: career pathways and motivations

ABSTRACT Vocational programmes offered to school students form an essential segment of senior secondary education, providing opportunities for students to develop employability skills, complete their senior secondary certificate and gain credit towards a vocational qualification. While school systems are experiencing teacher shortages across the board, these are both acute and ongoing in vocational programmes in many countries and attracting and retaining vocational schoolteachers is a critical policy challenge. While career pathways, motivations and intentions, and job satisfaction for mainstream schoolteachers have been extensively studied there has been less research on vocational teachers, and very little on those teaching in a school setting. We sought to understand motivations for teaching, satisfaction and career pathways of teachers who teach Vocational Education and Training in schools (VET in schools) in Australia. This study employed structured interviews with nine VET teachers working within a secondary school setting. Self Determination Theory (Ryan & Deci, 2000b) was the analytical framework used to understand factors influencing their entry into teaching and engagement. We found commonalities with the research on attraction and retention into teaching more broadly, but identified additional specific factors shaping vocational teachers’ career journeys and motivation. We identify implications for policy and practice to support the attraction, retention and career satisfaction of VET in schools teachers.

IN-SERVICE TRAINING PRACTICES AND TRAINERS€™ PERFORMANCE IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SCHOOLS IN RWANDA, A CASE OF KICUKIRO DISTRICT RWANDA

The primary aim of this study was to investigate the effect of in-service training practices on the performance of trainers in Technical and Vocational Education and Training (TVET) schools in Kicukiro District, Rwanda.The participants included personnel from the Rwanda Technical and Vocational Training Institute (RTTI), trainers, and school managers, totalling 398 respondents. This number comprises 12 school managers, 26 RTTI staff members, and 360 trainers from TVET schools in the Kicukiro district.The data analysis process utilized SPSS 22.0 software. The results indicated a strong relationship between in-service training practices and trainers performance in TVET schools in Kicukiro, Rwanda. This relationship was supported by a Pearson correlation coefficient (r) of 0.958, with a statistically significant p-value of 0.000 for a two-tailed test. This suggests that there was a statistically significant relationship between in-service training practices and trainers Performance in TVET Schools in Kicukiro District, Rwanda and confirmed by the R Square=.918which means that in-services trainings are highly appreciated to enhance trainers performance in TVET Schools in Rwanda. The study reveals the positive impact of industry partnerships on trainers performance. Industrial exposure allows trainers to gain firsthand experience of current industry practices and technological innovations. This study recommended that the government should allocate more financial resources to support in-service training programs in TVET schools.

Balancing Economic Utility and Cultural Significance: Fostering Independent Creativity and Confidence in Vocational Education for Sustainable Workforce Development

Humans are viewed as economic rather than cultural in vocational education. Cultural norms demand that all humans work, and I know people by their employment. A person's ability to labor is greater, and human values extend beyond work. Workers' significance will increase if they can produce work. To avoid failure, education economists create an analysis of labor demand based on genuine labor market needs (demand) and the prospects for graduates from the world of education (supply). Education's outcomes must make it easier to achieve linear work that has developed in the larger community. To retain public trust in the outcomes of vocational school education, it is necessary to anticipate the absence of correlation. In a vocational school, learning is guiding pupils to do something to gain experience, which results in change due to individual creativity and innovation. Independent learning based on developed intellect is consistent with the globalization journey that cannot be ignored, as it is one source of innovation that is consistent with global technology improvements. In a pragmatic sense, developing autonomous creativity is the best way to minimize dependency and rising decline rates. Human dynamics in preparing long-term goals include an awareness of developing oneself by increasing self-confidence.

Audio Visual Material for Safety Briefing Learning for Students in School Laboratories

This study aims to explore the perceptions of students and teachers regarding the effectiveness of audio-visual teaching materials in enhancing the understanding of occupational health and safety in school laboratories. The study employs a qualitative approach, utilizing descriptive methods to gather and analyze data. The research was carried out at Al-Ittihad Cianjur Vocational School, a technical and vocational education institution. The informants for this research were the Head of the Laboratory Program, the Person in Charge of the Laboratory, the School Principal, 7 teachers who taught in the laboratory, and 100 students. Data were collected through various techniques, including observations, document analysis, interviews, and focus group discussions (FGDs). To determine the level of reliability or trustworthiness of data, this research uses credibility, transferability, dependability, and confirmability. The data analysis technique uses qualitative data which includes stages of data reduction, data presentation, and conclusion. The research results concluded that the provision of audio-visual teaching materials in the form of videos was very good and had a positive impact on learning. The students have quite good attitudes when carrying out learning activities, especially regarding their work safety in the laboratory. These findings also provide awareness about the importance of increasing digital competence so that teachers can be more creative and innovative in creating learning resources.

The Development of Critical Thinking Abilities in Vocational and Technical Education Secondary Schools in Anambra State

The purpose of this study was to investigate the development of critical thinking abilities in vocational and technical education secondary schools in Anambra State. A comprehensive literature review was conducted to identify the current state of critical thinking education in vocational and technical schools. One research question and one hypothesis in line with the research purpose guided this study. The research methods included surveys and interviews with teachers and students from selected schools in Anambra State. The population consists of 9,847 respondents, random sampling technique eas used to select 384 respondents. Instrument for data collection was questionnaire, the instrument was validated and reliability was tested ans retested. Data analysis revealed that the majority of vocational and technical education schools in Anambra State have a moderate level of critical thinking education. However, there are several challenges that hinder the full development of critical thinking abilities, such as lack of resources, inadequate training for teachers, and a curriculum that focuses more on practical skills rather than critical thinking. Based on these findings, recommendations are provided for improving critical thinking education in vocational and technical schools in Anambra State. These recommendations include incorporating critical thinking into the curriculum, providing training for teachers, and allocating more resources for critical thinking education. Overall, this study provides valuable insights into the current state of critical thinking education in vocational and technical schools in Anambra State and offers suggestions for improving its development.