MOHAMMED SOLIMAN KHRASAT,SAMEER AOWAD SHDAIFAT,MOHMAD KHALID AL HOMRAN,HAITHAM MUSTAFA EYADAT
DOI: https://doi.org/Aim: The present research explored the principals’ role in activating the role of the vocational education (VE) workshops in teaching students in the schools that are affiliated with Bani E’baid Directorate of Education in Irbid from the VE teachers’ perspective.
Methods: The descriptive analytical & quantitative approaches were adopted. The sample consists of (53) VE teachers (females and males). The latter VE teachers were chosen from several public schools that are affiliated with the aforementioned directorate. To meet the goals, the researchers developed a questionnaire. This questionnaire was divided into two major parts. The first part aims at collecting data that are represented in data about (experience, gender, and academic qualification). Regarding the second part of the instrument, it collects data on the targeted areas. The targeted areas are represented in (equipment and tools, students, curricula and teachers).
Key Findings: The attitudes of the sampled teachers are neutral towards the targeted role of the principals, because the overall mean is 3.42. There isn’t any significant difference between the attitudes of the respondents which can be attributed to any demographic variable. In the light of such results, the researchers recommend developing the VE workshops in public schools.
Implications: The results indicate that plans should be set to activate the role of the targeted principals in activating the role of the vocational education (VE) workshops in teaching students. Thus, the results reached in this article shall contribute to activating the latter role of principals.
