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Dissertations / Theses on the topic 'Technical-Vocational Teachers'

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Published: 5 June 2025

Last updated: 2 August 2025

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1

Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.

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2

Kwosek, Craig T. "Assessment of computer based evaluation as used by vocational technical instructors." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kwosekc.pdf.

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3

Saud, Muhammad Sukri. "Computer technology compentencies perceived as needed by vocational and technical teachers in Malaysia." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1102610895.

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4

So, Kwok-sang. "Vocational technical teacher education in Guangdong Province : a case study of the Guangdong Institute of Nationalities /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811735.

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5

Lee, Chye Yim Shereen. "Personal attributes of quality technical education and training teachers in Singapore." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1901.

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Candidates who meet the prerequisites for teaching may still lack the ‘x’ factor to be a quality teacher. The objective of this portfolio is to tease out the personal attributes and identify behavioural descriptors of these attributes of the quality Technical Education and Training (TET) teachers in Singapore. The study is located within the Institute of Technical Education (ITE), the national institution responsible for TET in Singapore. From a review of literature on school-related factors that impact on student achievement such as funding, governance, class size, etc., the most influential

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6

Smick, Regina Anne. "Enabling behaviors exhibited by selected Virginia postsecondary vocational technical instructors." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/77841.

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Critical thinking is a chief focal point in all areas of education today. Teachers can create an environment that is conducive to critical thinking through behaviors practiced in the classroom. Knowledge and use of these teacher behaviors by teachers are basic for development and enhancement of critical thinking in students. The purpose of this research was to determine the enabling behaviors used by a selected group of Virginia postsecondary vocational educators that stimulate critical thinking in students. The primary subjects for this study were postsecondary vocational technical educator

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7

Eckert-Stewart, Sandra S. "Articulation among programs as perceived by Missouri vocational-technical education administrators /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841281.

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8

Briggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.

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9

Bratton, Edwin L. "Relationships among Missouri Secondary Vocational-Technical electronic programs success, teacher and curriculum characteristics /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924866.

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10

Morris, Hope Jackson. "An analysis of retention factors that influence Georgia's secondary career and technical education teachers to remain in the teaching profession." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/summer2006/marsha_h_morris/Morris_Hope_J_200608_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 123-131) and appendices.

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11

Jama, Jalius. "The identification of student teacher competencies in Vocational and Technical Teacher College in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166.

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12

Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/590.

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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred

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13

Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.

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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred

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14

Davis, Victor Corey. "Impact of minimum hiring requirements (AB 1725) on the recruitment and employment of community college vocational and technical teachers in California." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1038.

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15

Agamuddin. "Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.

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16

Wood, Paula Reese. "The Importance of Technical Competencies for Beginning Secondary Business Teachers in Virginia." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27907.

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The purpose of this study was to determine the degree of importance of each of the curriculum competencies in the National Standards for Business Education (NBEA, 1995) for the successful performance of beginning secondary business teachers in Virginia as perceived by experienced and inexperienced business teachers. The standards consist of 102 competencies in the 11 subject areas of business education. The questionnaire used in the research study was an original survey instrument developed by the researcher after a review of the literature did not reveal an instrument that could be used wit

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17

Ahmed, Hashim. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-73914.

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The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional developme

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18

蘇國生 and Kwok-sang So. "Vocational technical teacher education in Guangdong Province: a case study of the Guangdong Institute ofNationalities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195893X.

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19

Ridder, Dale C. "School and teacher characteristics which influence the teaching of applied academics /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841358.

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20

Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center

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21

McLean, Monica. "The colonisation of teachers' lifeworld : state intervention, professional reformation and the Technical and Vocational Education Initiative (TVEI) revisited." Thesis, Keele University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265038.

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22

Parker, Robin Ann. "The impact of teacher characteristics on a secondary career and technical education program in Mississippi." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-141904.

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23

Allen, Kim M. "The Perceptions of Career and Technical Education (CTE) Teachers on the Influence of CTE on Student Engagement." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29626.

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Learning in school requires active engagement. Student engagement is an important aspect for all students, whether urban, suburban, or rural, and regardless of socioeconomic background. Students enter Career and Technical Education (CTE) programs for a multitude of reasons and CTE programs offer unique support for student success by increasing student engagement. This study will focus on CTE teachers' perceptions of the influence that CTE programs and industry credentialing have on student engagement. Utilizing information on student engagement will help educators develop strategies to pro

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24

Jackson, Levi Julius. "A study of the effectiveness of occupational-technical full-time and part-time faculty /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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25

Sukardi. "An analysis of inservice training for vocational-technical teachers at the secondary level in the special province of Yogyakarta Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158574.

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26

Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.

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27

Robertson, Catherine Anne, and Plessis Catherine Anne Du. "Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96966.

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Thesis (PhD)--Stellenbosch, 2015.<br>ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant

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28

Ritter, Rhonda LeDoux. "The Relationship of Career and Technical Education Information Technology Teachers' Technology Self-Proficiency to Levels of Technology Integration, Prior Work Experience, Years of Teaching Experience, and Stage of Adoption of Technology." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849653/.

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The focus of this study is to determine the relationship between a Career and Technical Education (CTE) Information Technology (IT) teacher's self-assessed level of technology proficiency to the level of technology integration into the classroom, the prior work experience in the information technology field, the years of teaching experience, and the stage of adoption of technology. Participants were CTE IT teachers who were members of an IT teacher listserv that was established by the UNT Grant for Educational Excellence from the Texas Education Agency/CTE and teaching in Grades 9-12 in the st

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29

Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.

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The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their En

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30

Tse, Oi-yu Eileen, and 謝靄愉. "The vocational English curriculum: a case study of the implementation of a new curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961988.

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31

Kane, Ousmane. "Development of Agriculture value chains as an asset for the sustainable development and food security: the case of the improvement of agricultural technical and vocational education in Senegal." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104451.

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The growth of a country depends on the improvement of its human resources. The TVET (Technical and Vocational Education and Training) system intends primarily to advance personal support and resources. Throughout education, people can build their knowledge, understanding, and skills to find a job. The TVET in Agriculture (ATVET) curriculum plays an essential role in designing interventions to deliver quality education, helping people increase productivity in the various agriculture sectors of economic activities, value chains, and associated occupations. The purpose of this research is to inve

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32

Ahmed, Hashim [Verfasser], Hanno [Akademischer Betreuer] Hortsch, and Sidiga [Akademischer Betreuer] Washi. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan : Case of Khartoum State / Hashim Ahmed. Gutachter: Hanno Hortsch ; Sidiga Washi. Betreuer: Hanno Hortsch." Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://d-nb.info/1067729070/34.

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33

Maiyaki, Joseph Y. (Joseph Yakubu). "A Comparison of Achievement in Technical Drawing of Students Enrolled in the Nigeria Certificate of Education (Technical) at the Kaduna Polytechnic, Kuduna, Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330686/.

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The purpose of this study was to compare the achievement mean test scores in Technical Drawing of students enrolled for the NCE (Technical) program at the College of Science and Technology, Kaduna polytechnic, Kaduna, Nigeria. Test score means were compared between direct and remedial (preparatory) entry students and secondly among type of high school attended. Data were collected directly from students' permanent records. Two major hypotheses with three sub-hypotheses for each were tested. The first major hypothesis compared direct and remedial entry students. The second major hypothesis com

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34

Pisit, Siriruk McCarthy John R. "Job satisfaction of technical teachers in Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633403.

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Thesis (Ph. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 16, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, George Padavil, Lemuel W. Watson. Includes bibliographical references (leaves 82-92) and abstract. Also available in print.

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35

Ko, Jang Wan. "Performance standards and labor market outcomes of postsecondary career and technical education in Missouri /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091938.

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36

Croft, Vaughn E. "A national study to determine the characteristics of technological literacy for high school graduates." Diss., Virginia Tech, 1989. http://hdl.handle.net/10919/37295.

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37

Kong, Chim-on. "Review of the professional studies programme for a full-time one-year technical teachers' course." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626111.

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38

Kong, Chim-on, and 江潛安. "Review of the professional studies programme for a full-time one-year technical teachers' course." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626111.

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39

Phillips, James Ronald. "Certification requirements and practices for secondary and post secondary trade and industrial and technical teachers in the United States /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495031.

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40

Cardoso, Vera Lúcia. "Inserção de mulheres: um estudo sobre a presença feminina em escolas de educação profissional no Brasil (Belo Horizonte) e em Portugal (Lisboa)." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19314.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-09T13:21:59Z No. of bitstreams: 1 Vera Lúcia Cardoso.pdf: 2378457 bytes, checksum: 69421921cb12c37ba12a770af35a6cc1 (MD5)<br>Made available in DSpace on 2016-11-09T13:21:59Z (GMT). No. of bitstreams: 1 Vera Lúcia Cardoso.pdf: 2378457 bytes, checksum: 69421921cb12c37ba12a770af35a6cc1 (MD5) Previous issue date: 2016-08-15<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This thesis constitutes the deployment of the dissertation in Social Science (Anthropology), presented in 2011 at PUC/SP, on women’s inclusion (e

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41

Goh, Adeline Yuen Sze. "Learning to become a Vocational and Technical Education (VTE) teacher in Brunei Darussalam." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/21111/.

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This thesis was devised to explore my central interest in finding out empirically how individuals learn to become Vocational and Technical Education (VTE) teachers in Brunei. This study was based on a case study of twelve participants which includes five males and seven females undergoing a one year full-time Post Graduate Certificate Technical Education course in Brunei. Each participant was interviewed twice: once at the beginning of the course and once at the end of the course. My main empirical findings show that social relationships in learning situations are important with regard to beco

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42

Harvey, Howard Anthony. "THE PERCEIVED EFFECTIVENESS OF TECHNICAL VOCATIONAL EDUCATION TRAINING (TVET) PRACTICES AT AN URBAN TERTIARY INSTITUTION IN PREPARING THEIR STUDENTS FOR THE ADVANCED WORKPLACE." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/598899.

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Educational Leadership<br>Ed.D.<br>This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates’ performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012). This investi

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43

Lubis, Syahron. "Attitude toward the teaching profession of students of the Vocational and Technical Teacher Education College, Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758760413169.

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44

Pannell, Myra Carter. "What really works in teacher preparation programs| Teachers' self-efficacy and perceived successful methods after participation in Mississippi's career and technical education alternate route program." Thesis, Mississippi State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141634.

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<p> The debate over the effective preparation of pre-service teachers is not new. Often this debate concerns what might be considered successful methods for all pre-service teachers. However, preparation for career and technical education (CTE) teachers could look quite different than that of academic teachers, whether they are prepared through traditional or alternative routes to education. In this qualitative study, the researcher examined two iterations of the alternative-route program designed to prepare new CTE teachers in Mississippi and considered the level of self-efficacy of the teach

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45

Saputro, Soenarto. "Educational evaluation : a followup study of the graduates of technical/vocational teacher education of FPTK-IKIP Yogyakarta in Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu14875876041334.

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46

Frank, Patricia J. "A case study of regional occupational program teachers who have integrated english-language arts standards into career and technical education courses /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813767781&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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47

Petrunin, Kristin Firmery. "The Teaching of 21st Century Skills through Project-Based Learning and Professional Development for Career and Technical Education." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609129/.

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The purpose of this non-experimental, quantitative study is to investigate the relationship between the use of project-based learning (PBL) by secondary business teachers and time spent in professional development of secondary business teachers for the teaching of 21st century skills. The four identified 21st century skills that will be researched include: (1) critical thinking, (2) collaboration, (3) communication, (4) creativity and innovation. A sample of 316 secondary business teachers were surveyed about their classroom practice and reflection of teaching 21st century skills. This study

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48

McAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems." Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.

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<p> The purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs

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Santos, Enoi Maria da Luz. "A autoformação docente no ensino técnico-profissional na interface com a prática pedagógica: significados e potencialidades." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4091.

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Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-30T12:02:53Z No. of bitstreams: 1 Enoi Maria da Luz Santos.pdf: 863824 bytes, checksum: e8a74d313baaf0c1ef645ae2399609f1 (MD5)<br>Made available in DSpace on 2015-06-30T12:02:53Z (GMT). No. of bitstreams: 1 Enoi Maria da Luz Santos.pdf: 863824 bytes, checksum: e8a74d313baaf0c1ef645ae2399609f1 (MD5) Previous issue date: 2013-12-10<br>Nenhuma<br>A formação docente, compreendida nas suas múltiplas possibilidades, implica no reconhecimento da autoformação como processo de investimento do próprio sujeito em si, a partir do momento em qu

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Milette, Claude Charles. "Analysis of the interaction between students, teacher, and materials in centre d'interet' projects developed for technical-vocational school programs at the secondary school level in the province of Quebec /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588939090383.

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