To see the other types of publications on this topic, follow the link: Vocational education Adult education Job satisfaction.
Journal articles on the topic 'Vocational education Adult education Job satisfaction'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Vocational education Adult education Job satisfaction.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Bakirtzoglou, Panteleimon, and Panagiotis Ioannou. "Job’s Satisfaction among Trainers of Public Vocational Training Institutes in Greece." Journal of Education and Vocational Research 7, no. 4(V) (January 26, 2017): 21–30. http://dx.doi.org/10.22610/jevr.v7i4(v).1506.
Full textAbstract:
Abstract: The purpose of the present study was to investigate the effect of the personnel, interpersonal and organizational factors in job satisfaction among trainers of public Vocational Training Institutes in the city of Thessaloniki. Sample consisted of 300 adults’ trainers with a mean age of 40.3 years. Job’s satisfaction was used as an independent variable while as dependent variables personnel(age, sex, educational level, marital status, number of children, educational level, profession and teaching experience), interpersonal (relationships with trainees, relationships with co-educators, relationship with the administration, personal development and professionalism) and organizational factors (salary, building structure and working conditions) were used. Statistical analysis included the use of correlation and regression analysis. Results showed that from the dependent variables only age (r=.342), years of working experience in Vocational Training Institutes (r=.296), relationship with the administration (r=.699) and working conditions (r=.690) had a significant relationship with adults’ trainers’ job satisfaction (p<0.01). Furthermore regression analysis showed that relationship with the manager had the biggest prediction of trainers’ total job satisfaction at a percentage of 48.6% (r=.699, p<0.01), working conditions can predict trainers’ job satisfaction at a percentage of 47.7% (r=.690) and age and teaching experience can predict trainers’ total job satisfaction at a percentage of 20% (r=.014, p<0.05). In conclusion adults’ trainers’ total job satisfaction in Vocational Training Institutes in Greece, is influenced mostly by interpersonal (relationship with the administration) and organizational factors (working conditions).Keywords: Administration, working conditions, teaching experience, vocational education, adults
2
Bakirtzoglou, Panteleimon, and Panagiotis Ioannou. "Job’s Satisfaction among Trainers of Public Vocational Training Institutes in Greece." Journal of Education and Vocational Research 7, no. 4 (January 26, 2017): 21–30. http://dx.doi.org/10.22610/jevr.v7i4.1506.
Full textAbstract:
Abstract: The purpose of the present study was to investigate the effect of the personnel, interpersonal and organizational factors in job satisfaction among trainers of public Vocational Training Institutes in the city of Thessaloniki. Sample consisted of 300 adults’ trainers with a mean age of 40.3 years. Job’s satisfaction was used as an independent variable while as dependent variables personnel(age, sex, educational level, marital status, number of children, educational level, profession and teaching experience), interpersonal (relationships with trainees, relationships with co-educators, relationship with the administration, personal development and professionalism) and organizational factors (salary, building structure and working conditions) were used. Statistical analysis included the use of correlation and regression analysis. Results showed that from the dependent variables only age (r=.342), years of working experience in Vocational Training Institutes (r=.296), relationship with the administration (r=.699) and working conditions (r=.690) had a significant relationship with adults’ trainers’ job satisfaction (p<0.01). Furthermore regression analysis showed that relationship with the manager had the biggest prediction of trainers’ total job satisfaction at a percentage of 48.6% (r=.699, p<0.01), working conditions can predict trainers’ job satisfaction at a percentage of 47.7% (r=.690) and age and teaching experience can predict trainers’ total job satisfaction at a percentage of 20% (r=.014, p<0.05). In conclusion adults’ trainers’ total job satisfaction in Vocational Training Institutes in Greece, is influenced mostly by interpersonal (relationship with the administration) and organizational factors (working conditions).Keywords: Administration, working conditions, teaching experience, vocational education, adults
3
de Coulon, Augustin, and Alison Koslowski. "Teenage learners and teachers’ job satisfaction in vocational education." Empirical Research in Vocational Education and Training 2, no. 1 (July 2010): 1–19. http://dx.doi.org/10.1007/bf03546486.
Full text
4
Jeremiah, Andrew, Abraham (Braam) Rust, and Jeffrey Martin. "Prognosticating job satisfaction and morale determinants of public Technical Vocational Education and Training (TVET) educators." Problems and Perspectives in Management 17, no. 3 (September 6, 2019): 350–61. http://dx.doi.org/10.21511/ppm.17(3).2019.28.
Full textAbstract:
Rewards are a function of job satisfaction and morale. As a result, it is generally accepted that dissatisfaction with intrinsic and extrinsic rewards offered by the employer results in employee reduced job satisfaction and morale. This paper endeavors to contribute to an understanding of the effect of extrinsic and intrinsic rewards on the job satisfaction and resultant morale of employees in an organization. The paper focuses on a case study organization that adds value in the South African context. The paper reviews theoretical and empirical rewards literature and their relationship with the job satisfaction and morale of employees (n = 265). A quantitative research design approach which is rarely used in this type of research was adopted. A self-administered Job Descriptive Index (JDI) was utilized in collecting data. The JDI measures people’s satisfaction with five (5) different aspects of the job, which are detailed in this paper. Data were processed using Software Package for Social Sciences (SPSS) version 23. The study revealed that both extrinsic and intrinsic rewards significantly influenced the job satisfaction and morale of public TVET educators in Western Cape public TVET institutions. Besides extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself, supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were found to be also instrumental in enhancing the job satisfaction and morale of educators.
5
Leh, Ling Ying, and Zakir Hussain Bin Ibrahim. "The Influence Of Feedback Environment Towards Job Satisfaction In Tvet Education Organization." JPI (Jurnal Pendidikan Indonesia) 8, no. 1 (July 13, 2019): 96. http://dx.doi.org/10.23887/jpi-undiksha.v8i1.16471.
Full textAbstract:
This was a study descriptively identifying relationship between feedback environment and job satisfaction conducted in Polytechnic Malaysia. A total of 105 lecturers via random sampling method were chosen from local Technical and Vocational Education and Training (TVET) education organization in Sarawak. The questionnaire consisted of three parts including the modified items of Job Satisfaction Scale (Ling, 2016; Quinn & Shepard, 1974). The extent of organization support on feedback process was diagnosed using feedback environment questionnaires by Ling (2016). The findings displayed that there is a significant influence in feedback environment towards job satisfaction. Regression analysis also shown that the best combination of feedback credibility, feedback quality and feedback delivery contributed greater change in job satisfaction. In conclusion, this study recommends that feedback environment factors should be prioritized not only to create job satisfaction but to maintain the effectiveness of the organization in the long run.
6
Klug, Katharina. "Young and at risk? Consequences of job insecurity for mental health and satisfaction among labor market entrants with different levels of education." Economic and Industrial Democracy 41, no. 3 (October 6, 2017): 562–85. http://dx.doi.org/10.1177/0143831x17731609.
Full textAbstract:
Young workers are often temporarily employed and thus likely to experience job insecurity. This study investigates associations of objective job insecurity (i.e., temporary employment) and subjectively perceived job insecurity with mental health, job satisfaction and life satisfaction among young workers, testing the moderating role of education. The longitudinal analysis based on 1522 labor market entrants from the German Socio-Economic Panel revealed that subjective job insecurity was associated with decreased mental health and lower satisfaction, whereas objective job insecurity was not. Three levels of education were differentiated: university degree, vocational training and low-qualified. There was weak evidence that those with vocational qualifications were more vulnerable to subjective job insecurity than either the low-qualified or university graduates. The results suggest that irrespective of education, detrimental consequences of subjective job insecurity emerge early in the career. Access to secure employment should be improved for young workers to prevent early dissatisfaction and impairment of their mental health.
7
Çolakoğlu, Nurdan, and Esra Atabay. "Job satisfaction of the academic staff of the vocational schools of the foundation and public universities." Quality Assurance in Education 22, no. 2 (April 1, 2014): 185–206. http://dx.doi.org/10.1108/qae-12-2012-0050.
Full textAbstract:
Purpose – This study aims to highlight the differences between the public and foundation universities determining the level of job satisfaction of academic personnel working at vocational schools within the body of public and foundation universities in Turkey. Design/methodology/approach – In the present study, the questionnaire developed by Ardic and Bas and used in a similar study is taken as the basis for this study. Some amendments have been made to the instrument. The reliability of the questionnaire was evaluated using the Cronbach alpha coefficient and some statistical methods such as independent samples t test and chi-square test depending on the data. Differences of opinion based on demographic characteristics are presented giving the frequencies and percentages of demographic characteristics of the data. Findings – Three questions were focused on in the present study: the first is to present the most important factor affecting the job satisfaction or dissatisfaction of the academic personnel working at the public and foundation universities; the second is to determine whether there is a difference between public and foundation universities and the third is to set forth the reasons of these differences, if any. Research limitations/implications – The current study selected 12,160 academic personnel throughout Turkey and the questionnaire was used as a data collection instrument. The instrument could not be delivered to all the personnel. This is because it was not possible to have access to the e-mail addresses of some of the academic personnel, some of the e-mail addresses were not in use or out of date while some personnel do not use the internet. Originality/value – The aim of this study is to determine job satisfaction level of academic personnel working in vocational high schools operating under the umbrella of state and foundation universities, which offer educational services in Turkey. Since no study is encountered as a result of the literature survey made, that addressed especially the level of the job satisfaction of the academic staff working in the vocational schools in Turkey in a way to cover all public and foundation universities, such a study was made for the purpose of removing the deficiency in this subject.
8
Sree, Garimidi Siva, and P. Ramlal. "Impact of Industry-Academia Collaboration on Student Satisfaction in Vocational Education and Training." International Journal of Adult Education and Technology 12, no. 2 (April 2021): 47–62. http://dx.doi.org/10.4018/ijaet.2021040104.
Full textAbstract:
The contemporary unstable job market is challenging the “traditional” skilling practices adopted by vocational education training (VET) institutions, in favor of demand-driven skill transfer which is characterized by preparing students industry-ready. In this light, student satisfaction plays a pivotal role in assessing the course quality that aids in efficient skill transfer. Despite the relevance of the student satisfaction concept, empirical research has provided little evidence on its predictors in VET. The purpose of the study is to shed light on the quality indicators that predict student satisfaction. Data were collected on students from industrial training institutes (ITIs) of India.
9
Jung, Jisun, and Soo Jeung Lee. "Impact of Internship on Job Performance among University Graduates in South Korea." International Journal of Chinese Education 5, no. 2 (February 24, 2017): 250–84. http://dx.doi.org/10.1163/22125868-12340070.
Full textAbstract:
This study aims to explore internship experiences and their influence on job performance among university graduates in Korea. The research questions are as follows: 1) To what extent do university students engage in different types of internships in Korea? 2) How do internship experiences differ by academic fields and institutional types? 3) Does internship experience predict graduates’ job performance, namely their job search duration, wages, and job satisfaction? This study used the Korean Education and Employment Panel Survey (keep) data conducted by the Korea Research Institute for Vocational Education and Training (krivet). In this study, the data was selected from 1,184 respondents who graduated from high school in 2005 and became paid workers in any sector after graduating from a junior college or university. Data from 961 respondents were used in this study. The results show that internship experience improved job performance; it shortened the duration to find a job and enhanced wages and job satisfaction. The effects on job performance, however, differed by type of internship, academic major, institutional characteristics, and working condition. We explored the actual internship participation of university graduates in Korea and examined its impact empirically, offering implications for individuals, universities, and policymakers.
10
Šīna, Inga. "Vocational Education Network Optimization Program Implementation Problems and Solutions." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 461. http://dx.doi.org/10.17770/sie2012vol2.524.
Full textAbstract:
The aim of the paper is to analyze two-year results of the optimization programs of vocational school network and vocational education balancing solutions in the European Social Fund project " Improvement of national qualification system, vocational education contents and co-operation among the bodies involved in vocational education." The topic is of particular importance as the prestige of vocational education is low, the school network optimization yielded no results and vocational training does not deliver the qualities and eduation demanded by the job market. Innovation of the article - there have not been evaluation of network optimization results. Methodology applied: monographic, study of related documents, survey,interviews. The author concludes that there is a lack of a differentiated vocational education network,which is appropriate to the demographic trends; and the funds have not been allocated properly. It is offered to create integrated schools, which would be implementing basic education, vocational programs, adult education and lifelong learning.
11
Perkmen, Serkan, Beste Cevik, and Mahir Alkan. "Pre-service music teachers' satisfaction: person–environment fit approach." British Journal of Music Education 29, no. 3 (July 2, 2012): 371–85. http://dx.doi.org/10.1017/s0265051712000241.
Full textAbstract:
Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.
12
Žunić-Pavlović, Vesna, and Miroslav Pavlović. "Self-efficacy and job satisfaction of teachers in schools for students with disabilities." Specijalna edukacija i rehabilitacija 19, no. 3 (2020): 165–79. http://dx.doi.org/10.5937/specedreh19-28267.
Full textAbstract:
Introduction. Self-efficacy significantly affects teaching outcomes and professional life of teachers. Although there are numerous research studies on self-efficacy and job satisfaction of teachers, studies that deal with teachers in special education are scarce. Objectives. The research had the following two goals: first, to determine the differences in self-efficacy and job satisfaction between teachers in secondary schools for students with disabilities and teachers in secondary vocational schools, and second, to examine the relationship between self-efficacy and job satisfaction in these two groups of teachers. Methods. The sample consisted of 96 teachers in schools for students with disabilities and 372 teachers in vocational schools. Ohio State Teacher Efficacy Scale, Short form (OSTES) and Teaching Satisfaction Scale (TSS) were used. Results. Teachers in schools for students with disabilities differed significantly in the level of self-efficacy and job satisfaction compared to teachers in vocational schools. In both groups of teachers, there was a significant positive relation between self-efficacy and job satisfaction. Conclusion. The results of this research suggest that teachers with a higher level of self-efficiency are generally more satisfied with their job. This finding may have significant implications for teacher professional development. The determined differences between the two groups of teachers justify the need for an in-depth study of the relation between self-efficiacy and job satisfaction.
13
Hinić, Darko, Jelena Grubor, and Lida Brulić. "Followership styles and job satisfaction in secondary school teachers in serbia." Educational Management Administration & Leadership 45, no. 3 (July 9, 2016): 503–20. http://dx.doi.org/10.1177/1741143215623787.
Full textAbstract:
The aim of the study was to determine the frequency of followership styles, and their connection with job satisfaction and satisfaction with extrinsic/intrinsic aspects of work in teachers. The sample included 206 secondary school teachers of three grammar and three vocational schools in three towns in Serbia. The results indicate that the most prominent followership styles were star followers (58.7%) and pragmatists (39.8%). Star followers attached greater significance to intrinsic aspects of work and reported a higher job satisfaction rate, while pragmatists placed more importance on extrinsic ones. Independent thinking correlated with intrinsic aspects of work and job satisfaction, and active participation with job satisfaction and both work aspects. The results also show that a higher degree of engagement (particularly when combined with economic satisfaction) predicted a higher level of job satisfaction. If dominant followership and motivational structures of teachers were learnt, the management of educational institutions would be improved because teachers who participate in making work decisions have a greater sense of empowerment and commitment to organizational goals. Although affected by types of personality, dominant followership structures of the teacher may be influenced during the course of professional training, thereby directing them towards the development of functional followership types.
14
Wijaya, Nyoman Surya, I. Made Darsana, I. Wayan Pantiyasa, and I. Nyoman Gede Astina. "ORGANIZATION CULTURE, COMPETENCY, COMPENSATION, JOB SATISFACTION AND LECTURER LOYALTY." Journal of Business on Hospitality and Tourism 4, no. 1 (July 30, 2018): 1. http://dx.doi.org/10.22334/jbhost.v4i1.113.
Full textAbstract:
The synergy between tourism education institutions with the government is important to equate the perception that tourism as an independent science is a pride and a challenge for tourism college, including the International Bali Institute of Tourism (STPBI), which organizes vocational education programs. The role of the lecturer becomes very important in this stage. The problems in this research are 1). Does the organizational culture, competence, and compensation affect the job satisfaction of lecturers at STPBI 2). Does the job satisfaction, organizational culture, competence, and compensation affect the loyalty of lecturers at STPBI. This research uses a quantitative approach with Partial Least Square (PLS) analysis tools. The result are, organizational culture, competence, and compensation have positive and significant impact on the job satisfaction of lecturers. Job satisfaction, organizational culture and compensation have positive and significant impact on lecturers' loyalty. However, competence has no significant effect on lecturer's loyalty.
15
Mujiono, Mujiono. "PENGARUH BUDAYA SEKOLAH, INTEGRITAS GURU DAN KEPUASAN KERJA GURU TERHADAP EFEKTIVITAS KERJA GURU SMKN KABUPATEN KUBU RAYA." At-Turats 11, no. 2 (January 25, 2018): 146. http://dx.doi.org/10.24260/at-turats.v11i2.891.
Full textAbstract:
The research objective to observe the influence of school culture, integrity teachers and teacher job satisfaction on
the effectiveness of teachers' work. The study was conducted in the Education Kubu Raya district area Kalimantan
West, methods of field research through surveys, using questionnaires through path analysis approach. Affordable
population is around the Kubu Raya teachers of SMKN using random sampling techniques. The results obtained
are positive effect School culture on the effectiveness of teacher work, the integrity of the teacher toward teacher
effectiveness, teacher job satisfaction toward effectiveness of teacher work, school culture toward job satisfaction
of teachers, the integrity of the teacher toward teacher job satisfaction, and a positive effect the school culture
toward integrity of teachers. In the end the results of this research are expected to be useful for education and to
increase the effectiveness of teachers SMKN (vocational schools) in Kubu Raya Kalimantan West
16
Daryanto, Eka. "Individual Characteristics, Job Characteristics, and Career Development: A Study on Vocational School Teachers’ Satisfaction in Indonesia." American Journal of Educational Research 2, no. 8 (August 11, 2014): 698–702. http://dx.doi.org/10.12691/education-2-8-20.
Full text
17
Khalid, Sulaiman Mohammed, Khairul Anuar Mohd Ali, Zafir Khan Mohamed Makhbul, Mohd Helmi Ali, and Siti Daleela Mohd Wahid. "Exploring the Effects of a Modified Higher Education Performance Service Quality Model on Organisational Sustainability: The Case of Malaysian Polytechnics." Sustainability 13, no. 14 (July 20, 2021): 8105. http://dx.doi.org/10.3390/su13148105.
Full textAbstract:
Higher education service quality and performance in technical and vocational education and training (TVET) is critical for developing human capital for economic survival; however, the effects of service quality on organisational performance are still unclear. Furthermore, neglecting employee soft factors and ignoring higher education-specific models have hindered efforts to develop a comprehensive model for service quality excellence in order to improve higher education performance for organisations. This study aims to assess higher education service quality based on a modified higher education performance (modified HEdPERF) model, as well as consideration of the mediating effects of soft factors (i.e., job satisfaction and organisational commitment) in Malaysian polytechnic institutions. Based on random sampling, 214 department heads from 33 polytechnic institutes in Malaysia participated in this study. Data were collected through self-administered questionnaires and were analysed using AMOS. The results uncover that service quality significantly affects job satisfaction, thus positively affecting organisational commitment, which enhances organisational performance sustainability. The findings also reveal that job satisfaction fully mediates the relationship between service quality and organisational commitment. Similarly, organisational commitment fully mediates the relationship between job satisfaction and organisational performance sustainability. The results have important implications for enhancing organisational performance sustainability in a TVET context when implementing the modified HEdPERF service quality model with simultaneous attention paid towards employee soft factors.
18
Wicht, Alexandra, Nora Müller, Simone Haasler, and Alexandra Nonnenmacher. "The Interplay between Education, Skills, and Job Quality." Social Inclusion 7, no. 3 (September 5, 2019): 254–69. http://dx.doi.org/10.17645/si.v7i3.2052.
Full textAbstract:
Compared to general education, vocational education and training (VET) has been shown to facilitate young people’s integration into the labour market. At the same time, research suggests that VET falls short in teaching basic skills and, in turn, may lead to less adaptability to labour market changes and long-term disadvantages in individual labour market outcomes. To better understand the relationships between education, skills, and labour market outcomes, we examine to what extent job quality differs between individuals with general education and those with VET with respect to different skill levels. Furthermore, we investigate whether the relationship between type of qualification and job quality differs by skills. We broaden past research by considering four indicators of job quality: earnings, job security, job autonomy, and the match between respondents’ abilities and job demands. Using data from the Programme for the International Assessment of Adult Competencies for Germany, we demonstrate that individuals with academic education and advanced VET score higher in job quality concerning earnings and job autonomy as compared to individuals with initial VET. Comparing the two higher qualified groups, academic education is more associated with higher earnings than advanced VET, while the level of job autonomy is similar. Regarding the abilities-demands match, both groups score lower than individuals with initial VET. Moreover, higher literacy skills are associated with higher levels of job quality irrespective of the type and level of formal qualification. Finally, we find no empirical evidence that skills compensate for or reinforce disadvantages in job quality derived from professional qualifications.
19
Putra, Roby Maiva, and Raja Arlizon. "KEPUASAN KERJA GURU BERDASARKAN STATUS KEPEGAWAIAN DAN JENIS KELAMIN." TANJAK: Journal of Education and Teaching 2, no. 1 (February 28, 2021): 79–86. http://dx.doi.org/10.35961/tanjak.v2i1.244.
Full textAbstract:
The education process will run optimally if teachers as educators have high interest and satisfaction with their profession. This study aims to: (1) see the description of teacher job satisfaction, (2) see differences in teacher job satisfaction based on civil servant and non-PNS status, and (3) see differences in teacher job satisfaction based on gender. This research uses descriptive quantitative method. This research was conducted at State Vocational High Schools throughout Kuantan Singingi Regency, Riau Province. The population in this study were teachers registered in the 2017/2018 school year. Samples were taken using proportional random sampling technique and obtained as many as 206 people, consisting of 85 men and 121 women or 110 people with civil servant status and 96 with non-PNS status. Data analysis was performed using a percentage formula and simple regression. The findings of this study are: (1) most of the teachers' job satisfaction is in the high category with a percentage of 83.49%, (2) there is a significant difference between the job satisfaction of teachers who are PNS and Non-PNS. The job satisfaction of teachers with PNS status is higher than teachers with non PNS status, (3) there is a significant difference between the job satisfaction of male and female teachers. The job satisfaction of female teachers is higher than that of male teachers. The results of this study can be used as input for the Education Office and school principals in order to increase the number of programs that can increase teacher job satisfaction.
20
Bora, Bhargab Pratim. "Vocational Aspiration Of The Undergraduate Students- A Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 11, 2021): 267–74. http://dx.doi.org/10.17762/turcomat.v12i6.1365.
Full textAbstract:
Man responds to his environment by active degree of aspiration or aversion by movement towards or a way from flue exciting stimulus. In social life, aspiration is about one's education and occupation plays a major role in shaping one's destiny of life. Aspirations are the target a person sets for him to achieve which creates a 'desire' or 'will' in him. Formation of a strong desire and ambition motivates individual to strive hard to achieve that goal. Such motivation is keenly required if one has to succeed in life. If one goes through the education on a preferred vocation, he can get job satisfaction from the vocation and the individual shall be well placed. Aspiration adds to the efficiency of the person by exhibiting the best in him on the job. Therefore, before providing for education for a vocation, there is a need for planners to try to know which vocations are aspired by the students. Here in this study, different aspects of vocational aspiration was studied with 119 sample students by using simple random sampling technique with the help of self-constructed questionnaire as a tool.
21
Kao, I.-Chan. "Study on adult career planning on adult education program and assessment of adaptive design model." MATEC Web of Conferences 169 (2018): 01027. http://dx.doi.org/10.1051/matecconf/201816901027.
Full textAbstract:
This study explores adults‘ on-the-job current career planning and the selection trends of future development as the criteria for a training program design for adult education and the basis of the design model of adaptive assessment. This study regards the contents of the TTQS training process, the items, indicators, and standards of the Workforce Development Agency, and the occupational categories of the “Occupational Competency Standards”, as disclosed by the “Integrated Competency and Application Platform”, as the framework for the reference model; and probes into the impact of globalization, adult career planning, adult occupational training program design, and adaptive assessment, and adopts a questionnaire survey to understand the design model of the adaptive adult education program, in order to effectively implement adaptive assessment. The purposes are to assist adults to accomplish adaptive career planning, achieve their goals of vocational cultivation, and solve the problems of adult unemployment, in order to lead to successful adult employment and transfer to globalization workplaces to create positive career development.
22
Brinia, Vasiliki, Petros Stavropoulos, and Anastasia Athanasoula-Reppa. "Trainees' perception of vocational training institutes degree apprenticeship." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 365–75. http://dx.doi.org/10.1108/heswbl-10-2017-0074.
Full textAbstract:
Purpose The purpose of this paper is to investigate how the degree apprenticeship of the vocational training institutes (VTIs) enhances the labor market and enables the trainees to detect the knowledge and skills that are acquired during the training. In addition, this study tries to detect through work-based learning whether the workplace function as a learning place and whether the trainees are satisfied by the experience during the degree apprenticeship. Design/methodology/approach In total, 129 graduates by various VTIs in the wider area of Patras (Western Greece), who completed the degree apprenticeship, participated in the survey. Findings The findings of this study highlighted the difficulties that the graduates of VTIs face when they look for a job in the economic crisis era that Greece faces. However, this study also highlighted the satisfaction that the trainees denoted about the knowledge and the vocational and social skills that they acquired during the degree apprenticeship. Additionally, the trainees are satisfied by the workplace where the degree apprenticeship took place because it became a learning environment. Practical implications This study is evidence of a need for developing the degree apprenticeship programs in Greece as a means of enhancing the transition from training to work. Originality/value This research is the first and serious recording of the trainees’ opinions regarding their degree apprenticeship, during their studies in VTIs. The presented professional and social skills could use as guidelines for the implementation of new practices and educational policies in training during the educational process. Additionally, the degree apprenticeship programs will be further linked to the educational institution and the educational community will benefit from the trainees’ experience. These new degree apprenticeship practices will be implemented in the following years in all the VTIs in Greece.
23
Hill, Janet W., John Seyfarth, P. David Banks, Paul Wehman, and Fred Orelove. "Parent Attitudes about Working Conditions of Their Adult Mentally Retarded Sons and Daughters." Exceptional Children 54, no. 1 (September 1987): 9–23. http://dx.doi.org/10.1177/001440298705400102.
Full textAbstract:
As major changes in vocational habilitation strategies are being proposed by the experts in the field of employment services for disabled persons, the attitudes of parents toward the working conditions of their sons and daughters who are mentally retarded warrant careful attention. A mail survey was conducted from a representative sample of 660 parents/guardians whose adult sons/daughters were receiving mental retardation services in the State of Virginia. From demographic and attitudinal information surveyed, a series of one-way ANOVAS showed that parent attitudes toward vocational services for their child were not influenced by age or sex of the adult child or the educational or occupational status of the parent. An analysis of covariance was conducted employing the IQ level of the child and satisfaction with current program placement as the covariate. IQ level showed highly significant effects on parental attitudes even when satisfaction with current program was controlled in this way. Parents and guardians in this sample expressed low interest in specific improvements in working conditions, especially increased wages for their sons/daughters who are mentally retarded. They indicated satisfaction with the current program placements for their adult children. Although most parents/guardians indicated a positive attitude toward work in general for the adult children, only 12% indicated a preference for competitive employment for their adult sons/daughters who are currently consumers of retardation services.
24
Taylor, Anthea. "Job Satisfaction Among Early School Leavers Working in the Trades and the Influence of Vocational Education in Schools." Journal of Youth Studies 5, no. 3 (September 2002): 271–89. http://dx.doi.org/10.1080/1367626022000005974.
Full text
25
Kusumaningtyas, Amiartuti, and Endang Setyawati. "Teacher Performance of the State Vocational High School Teachers in Surabaya." International Journal of Evaluation and Research in Education (IJERE) 4, no. 2 (June 1, 2015): 76. http://dx.doi.org/10.11591/ijere.v4i2.4495.
Full textAbstract:
<p><strong>Teacher Performance of the State Vocational High School Teachers in Surabaya</strong></p> <p> </p> <p>Dr. Amiartuti Kusumaningtyas, MM</p> <p>Faculty of Economics, 17 Agustus 1945 University, Surabaya, Indonesia</p> <p>Email: amiartuti.k@gmail.com</p> <p><strong> </strong></p> <p><strong>Abstract</strong></p> <p>State Vocational High School Teacher is a professional educator with major duties to educate, teach, build, direct, coach, assess and evaluate learners on the vocational high school education. Teacher as a professional educator should has the academic qualification. Academic qualification required for a teacher is he or she at least should be educated of bachelor degree or diploma four.</p> <p>Fundamentaly, teacher performance is determined by the expertise and ability of teacher concerned. These achievement factor is so thick and so critical in its relation to competence, compensation, and also job satisfaction that may become the obstacle in the enhancement of teacher performance.</p> <p>Population in this research was the teachers of the State Vocational High School Teachers in Surabaya, amounted to 317, educated in bachelor degree or diploma four, had have service of minimal 5 years. Data analysis used the simple random sampling, structural equation model (SEM) analysis, by the assistance of PLS 2 software, conducted on 92 respondents and able to explain the effect of competence and compensation on the job satisfaction and the performance of the State Vocational High School Teachers in Surabaya.</p> <p>The results of research indicated that: Competence and compensation significantly influential on teacher job satisfaction; Competence and compensation significantly influential on teacher performance; Teacher Job satisfaction signifiacntly influential on the performance of the State Vocational High School Teachers in Surabaya.</p> <p>The largest effect of the three variables hipothesized on teacher performance in this research was the direct relatedness between compensation and teacher performance.</p> <p> </p> Key Words: competence, compensation, teacher job satisfaction, teacher performance
26
Novitasari, Dewiana. "Improving Job Satisfaction and Organizational Commitment: Analysis of the Effects of the Principal Transformational Leadership." Dinamika Pendidikan 15, no. 2 (December 31, 2020): 172–89. http://dx.doi.org/10.15294/dp.v15i2.25111.
Full textAbstract:
This study aimed to measure the effect of dimensions of transformational leadership (i.e., idealized influence, inspirational motivation, intellectual stimulation and individualized consideration) on organizational commitment of the teachers of four private vocational school in Tangerang which are mediated by job satisfaction. Data collection was done by simple random sampling to 175 population of lecturers. The returned and valid questionnaire results were 131 samples. Data processing was used SEM method with Smart PLS 3.0 software. The results of this study concluded: first, the dimensions of transformational leadership: idealized influence, intellectual stimulation and individualized consideration have positive and significant effect on job satisfaction, except inspirational motivation. Second, the dimensions of transformational leadership: idealized influence, inspirational motivation, and individualized consideration have not significant effect on organizational commitment, except intellectual stimulation. Third, job satisfaction have a positive and significant effect on organizational commitment. Fourth, the dimensions of transformational leadership: idealized influence, intellectual stimulation and individualized consideration have positive and significant effect on organizational commitment through job satisfaction as mediation, but inspirational motivation have not significant effect on organizational commitment through job satisfaction as mediation. This research could pave the way to improve the lecturer readiness in facing the era of education 4.0.
27
Choi, Daeheon, Chune Young Chung, Mira Yoon, and Jason Young. "Factors in a Sustainable Labor Market: Evidence from New College Graduates’ Initial Job Placement in Korea." Sustainability 12, no. 6 (March 19, 2020): 2386. http://dx.doi.org/10.3390/su12062386.
Full textAbstract:
Young Koreans have been experiencing stress and employment barriers due to progressively worsening employment issues since the late 1990s. College graduates spend excessive amounts of time job hunting, necessitating institutional and policy measures to improve their initial labor-market performance. We, therefore, attempt to empirically analyze the relevant factors. Focusing on sustainable job quality, company size, wages, and satisfaction levels for students’ first jobs after graduation, and we specifically use college education quality and graduates’ employment-preparation activities as independent variables and initial labor-market performance as a dependent variable. First, we measure education quality using vocational education and training, satisfaction with college education, and studying a language abroad. We find that they are positively associated with new graduates’ initial labor-market performance. Second, we measure employment preparation activities using internship experience, certificates obtained, and scores on standardized English exams. Internship experiences are positively associated with new graduates’ initial labor-market performance. These findings suggest that the Korean government should focus on establishing a sustainable labor market for new graduates and offer specific, diverse support programs to improve employment among young Koreans.
28
Aarkrog, Vibe, Bjarne Wahlgren, Christian Hougaard Larsen, Kristina Mariager-Anderson, and Susanne Gottlieb. "Decision-Making Processes Among Potential Dropouts in Vocational Education and Training and Adult Learning." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 112–29. http://dx.doi.org/10.13152/ijrvet.5.2.2.
Full textAbstract:
Context: Aiming at gaining knowledge about students' thoughts and actions in deciding to stay in or drop out of an educational programme, an empirical study was conducted on dropout among 18-24-year-old students in VET and basic general adult learning. Approach: In order to pursue this aim, the study combined two sets of data: weekly student surveys and interviews with these same students. While the surveys provide a weekly snapshot of the students' thoughts regarding the probability of them continuing in the programme, their satisfaction with the educational programme as a whole, the specific lessons they attend, and the atmosphere at the school, the interviews contribute with detailed descriptions of the students' thoughts on the same matters.Findings: Based on the students' answers over an eight-week period, it was possible to trace a graph illustrating changes in the students' attitudes. These graphs can be placed within four categories of development: the stable, the positive, the unstable, and the negative. The latter can furthermore be differentiated as reflecting a stable decline, a fluctuating decline, or a sudden decline. In the interviews, the aim was to elicit the individual students' thoughts and actions at the points when their graphs took a turn. Conclusions: The findings show that the students' thoughts and actions concern matters both inside and outside the school. Furthermore, seemingly trivial matters in the students' lives are shown to have a potentially decisive influence on the students' thoughts about staying in or dropping out of a programme. These findings confirm the importance of focusing on students' decision-making processes in research on dropout. However, further research is needed to increase understanding of processes leading to decisions to drop out of education, including the qualification of methods to capture these processes.
29
Seo, Yeong Bok, and Chan Kwon Park. "The Effects of Vocational Education Service Quality on Vocational Competency and Job Satisfaction in Manufacturing Companies : Focusing on Companies Located in Daegu and Kyungpook." Academy of Customer Satisfaction Management 20, no. 3 (October 30, 2018): 69–95. http://dx.doi.org/10.34183/kcsma.20.3.4.
Full text
30
Martin, Patricia E., and Barry G. Sheckley. "Indicators of Client Satisfaction in Academic, Career, and Personal Counseling in Higher Education." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 289–310. http://dx.doi.org/10.2190/nhkq-cff6-3ug7-hx3d.
Full textAbstract:
There will be an increasingly older cast to American society during the next twenty to thirty years. Middle-aged and older Americans will face numerous changes in the workplace, including technological change, a global economy, lack of promotional opportunities, and layoffs. As a result of these changes, many adult workers will chose to enter or re-enter college programs to upgrade their employment skills. Personnel within institutions of higher education, including those in the counseling office, may not be fully prepared to serve these older students who will need assistance with their transition to college. Without such aid, these students might drop out of higher education, exacerbating the retention problem faced by many colleges. The retention literature indicates that the identification of and commitment to career goals as well as the development of relationships with the institution are two important contributors to the retention of college students. Additionally, the literature on the adult student has focused on the need for supportive counseling 1) to help adult students establish and navigate their personal relationship to the institution, and 2) assist them to resolve conflicts that may accompany their transition to college. If they are to help adults persist in their college programs, counselors need to know how to best address the problems and issues these older learners face. Counselors need to know the outcome of their counseling sessions with adults, so they can ascertain the best methods and processes to utilize; a common method used to assess outcome is client satisfaction, a form of self-report. This study explored three research questions: Among students who use counseling services, 1) To what extent can a combination of environmental (i.e., social climate), demographic (i.e., age, individual differences), and process (i.e., number of sessions) variables predict client satisfaction; 2) To what extent does client satisfaction differ between men and women; 3) To what extent can reason for attending counseling sessions (i.e., personal, vocational, educational) predict client satisfaction. Analyses were conducted using hierarchical multiple regression (Question 1), ANOVA (Question 2), and standard multiple regression (Question 3). The research sample consisted of 199 students at a comprehensive state university who attended at least one session of counseling. The results indicated that the relationship (cohesion) between a counselor and client is the most significant factor in a student's satisfaction with counseling, whether the student is an adult student or one of traditional age. For this reason, institutions of higher education should strive to develop a sense of cohesion, in the form of close relationships, with its students. Programmatic strategies, including those for adult students, are discussed.
31
Tan, P. Philip, Wesley E. Hawkins, and Leela Thomas. "Job Satisfaction and Intent to Continue Working among Individuals with Serious Mental Illness." Psychological Reports 85, no. 3 (December 1999): 801–7. http://dx.doi.org/10.2466/pr0.1999.85.3.801.
Full textAbstract:
This study investigated the relationship between job satisfaction and the intention to continue working in a sample of 87 individuals with psychiatric disabilities who worked in supported or supervised employment. Data were collected from respondents in Columbus, Ohio in 1996. After controlling for selected correlates (education, length of employment, contract type, social support, and attitudes concerning pay and toward work), standard multiple regression analyses indicated that job satisfaction was a significant predictor of intent to continue working. Analyses also indicated that respondents who completed high school and who said that they worked primarily for the money were less likely to want to continue working at current jobs. These findings may be used to improve the vocational success of individuals with psychiatric disabilities who work in supported and supervised employment.
32
Shaffer, Leigh S. "A Human Capital Approach to Academic Advising." NACADA Journal 17, no. 1 (March 1, 1997): 5–12. http://dx.doi.org/10.12930/0271-9517-17.1.5.
Full textAbstract:
Human capital, defined as any characteristic of a worker that contributes to that worker's productivity, is presented in this article as a unifying theme for academic advising in higher education. Five categories of human capital–formal education, adult education, on-the-job-training, health, and geographic mobility–and academic advising issues related to developing students' human capital in each category are presented. Students' vocational interests are identified with developing their human capital, and the principle of maximizing human capital is introduced as a basis for students' choices of academic curricula and particular courses and programs.
33
Shaffer, Leigh S. "A Human Capital Approach to Academic Advising." NACADA Journal 29, no. 1 (March 1, 2009): 98–105. http://dx.doi.org/10.12930/0271-9517-29.1.98.
Full textAbstract:
Human capital, defined as any characteristic of a worker that contributes to that worker's productivity, is presented in this article as a unifying theme for academic advising in higher education. Five categories of human capital—formal education, adult education, on-the-job-training, health, and geographic mobility—and academic advising issues related to developing students' human capital in each category are presented. Students' vocational interests are identified with developing their human capital, and the principle of maximizing human capital is introduced as a basis for students' choices of academic curricula and particular courses and programs.
34
Pavić, Dario, and Iva Černja. "Job satisfaction of teachers in primary adult education in Croatia: portrait on the eve of educational reform." International Journal of Lifelong Education 38, no. 5 (September 3, 2019): 553–65. http://dx.doi.org/10.1080/02601370.2019.1674392.
Full text
35
Rojewski, Jay W. "Key Components of Model Transition Services for Students with Learning Disabilities." Learning Disability Quarterly 15, no. 2 (May 1992): 135–50. http://dx.doi.org/10.2307/1511015.
Full textAbstract:
Secondary-based transition programs are developed to provide instruction and support for students in transition from school to adult life. Often such programs are general in scope and designed to serve a number of students who share common characteristics (e.g., all students with mild disabilities). However, this type of program design may not adequately address the specific problems or needs of students with learning disabilities. To identify the key components of transition programs for individuals with learning disabilities, nine model programs were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and follow-up/follow-along. Together, these seven components appear to provide students with learning disabilities a set of key services and experiences needed to successfully transition from secondary/postsecondary education to employment and adult life.
36
Lee, Yunsoo, and Jae Young Lee. "A multilevel analysis of individual and organizational factors that influence the relationship between career development and job-performance improvement." European Journal of Training and Development 42, no. 5/6 (July 2, 2018): 286–304. http://dx.doi.org/10.1108/ejtd-11-2017-0097.
Full textAbstract:
Purpose The purpose of this study is to investigate individual and organizational factors that influence the relationship between career development and job performance improvement. Design/methodology/approach This study adopts multilevel analysis, using the 2013 Human Capital Corporate Panel data set compiled by the Korea Research Institute for Vocational Education and Training. Findings Taking into consideration 572 employees over 61 companies, our findings reveal that job satisfaction and organizational commitment are significant individual factors that affect job performance through career development. Moreover, mentoring/coaching is found to be an organizational factor that influences job performance improvement through career development, while job rotation interferes with job performance through career development. Research limitations/implications The framework of the present study is consistent with the framework for organizational career development created by McDonald and Hite (2016), which emphasizes considering both organizational and individual factors together. Practical implications The results of this study provide empirical evidence and practical implications for leaders, line managers and human resource managers who are responsible for employees’ career development when they plan career development interventions. Originality/value This study offers a conceptual framework for career development, paying special attention to multi-level development.
37
Šormaz, Goran. "The importance of non-formal education for the economy of Serbia." Trendovi u poslovanju 8, no. 2 (2020): 39–48. http://dx.doi.org/10.5937/trendpos2002039q.
Full textAbstract:
Adult learning and education are an important component of the lifelong learning process, integrating different forms and programs of non-formal and informal learning. This area of learning encompasses a variety of content, from literacy and general skills, through vocational education and training content, to family, civic, environmental, media, leisure education, and many other areas whose priorities depend on the specific needs of each country . The formal system does not meet the needs of the individual or community to learn. Due to the inability of formal education to monitor changes in education resulting from the rapid development of science and technology, as well as economic and social changes, informal education has emerged. This education is an essential and necessary complement to formal education. Non-formal education is defined as any organized educational activity outside the existing formal system, which serves specific users and learning objectives. Non-formal education is provided through activities such as courses, seminars, lectures, conferences, workshops, various types of training, as well as volunteering. The field of non-formal education is very important in Serbia, it enables persons who have not completed formal education or have finished school with which they cannot find a job in the profession, to actually retrain in the process of non-formal education to perform some of the more demanding jobs, or to apply for a job in Serbia, or looking for a job abroad.
38
Khaizer Omar, Muhd, Abdullah Mat Rashid, and Mohd Hazwan Mohd Puad. "Examining job satisfaction factors toward retaining Malaysian TVET instructors in the teaching profession." International Journal of Engineering & Technology 7, no. 2.10 (April 2, 2018): 44. http://dx.doi.org/10.14419/ijet.v7i2.10.10952.
Full textAbstract:
The teaching profession in Malaysia has continued to be valued due to the continuous effort and commitment by teachers within the education profession and their desire to benefit better education for future generations. Indeed, the teaching profession has evolved to become a recognised benchmark towards the nation’s vision to develop human resource capital. However, despite the recognition, teachers are noticeably struggling in their attempt to provide high-quality teaching services. Many studies have reported many of the issues within the teaching profession and environment that exists. Many of the issues include severe depression, anxiety, demotivation, and behavioural issues. Consequently, many of these issues also become the reasons why teachers inevitably leave their chosen profession, either voluntarily or pressured by the educational environment and system. As a result, a study to understand the issues for their departure, and more importantly the factors contributing to job satisfaction and retention have investigated in this study. A target population targeting Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions were selected to participate in a survey. Descriptive and correlational studies were employed to determine job satisfaction the factors among TVET instructors and to identify the factors contributing towards job satisfaction and retention. The findings indicate that most instructors are satisfied with their teaching job. However, many are struggling and not coping with voracious issues brought about through present workloads, student disciplinary problems, and vague expectations from key stakeholders in the TVET system. The findings from this study will further help in determining the perspectives of the instructors and the factors that have attracted them to remain in their chosen profession and to enable them to enjoy their teaching profession and career.
39
Sanchez-García, Maria Fe, and Magdalena Suárez-Ortega. "Professional success and satisfaction in the career development." Revista de Investigación Educativa 39, no. 1 (January 3, 2021): 31–48. http://dx.doi.org/10.6018/rie.374121.
Full textAbstract:
En este artículo se estudia una serie de variables vinculadas al desarrollo profesional de trabajadores jóvenes y adultos desde un enfoque de género. Se analizan las percepciones de mujeres y hombres trabajadores respecto al éxito profesional subjetivo de sus carreras, dentro del contexto español, atendiendo a la satisfacción e identificación de patrones de género. Se combina una metodología cuantitativa y cualitativa (enfoque mixto), aplicando un cuestionario a una muestra de 205 trabajadores, así como entrevistas a una submuestra de 32 personas. Los resultados permiten describir una marcada dualidad en la percepción de la progresión de la carrera, la satisfacción laboral y las expectativas de logro, en relación con el género, pero también con la edad. Las barreras percibidas en el desarrollo profesional presentan igualmente patrones diferenciados. Se derivan implicaciones prácticas, a fin de mejorar las estrategias de orientación de las carreras de trabajadoras y trabajadores tomando en cuenta esta realidad. This paper examines a series of variables related to the profesional development of young and adult workers from a gender perspective. It analyses, within the Spanish context, how working women and men subjectively perceive their professional success, paying attention to the identification and following of gender patterns. Quantitative and qualitative methodologies are combined in a mixed approach that uses a questionnaire (given to a sample of 205 workers) and interviews (with a subsample of 32 individuals). Their results enable us to describe a marked duality in the perception of career progression, job satisfaction and achievement expectations in relation to gender but also age. The barriers perceived in professional development also present differentiated patterns. Practical implications are derived with a view to improve career guidance strategies for working women and men, taking this reality into account.
40
Arini, Tantri, and I. Gede Juanamasta. "The Role of Hospital Management to Enhance Nursing Job Satisfaction." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 5, no. 1 (May 20, 2020): 82. http://dx.doi.org/10.24990/injec.v5i1.295.
Full textAbstract:
Introduction: Hospital management must strive to create a work environment that can build nurse autonomy at work empowerment carried out by management in the workplace will be a crucial way to support nurse autonomy so that nursing job satisfaction can be created. The study aimed to identify the relationship between the role of hospital management with nurse job satisfaction. Methods: This research was conducted using a cross-sectional design, with a correlation analytic study design, and the sampling technique used was simple random sampling. The total samples in this study were 41 people. Data collection on hospital management roles was collected using the CWEQ II (Condition for Work Effectiveness-II) questionnaire, while nurse job satisfaction used MMSS (The McCloskey / Mueller Satisfaction Scale). The data analyzed by Pearson Rho. Results: Based on the results of the study obtained, the majority of respondents aged 21-40 years (63.4%), most respondents had vocational education background (73.2%), and most respondents had work experience > 10 years (58.5%). Based on the results of the Pearson correlation test obtained p-value < 0.05 (0.005), so it means that there was a relationship between the role of hospital management with nursing job satisfaction. Conclusions: Nurse managers can consider structural empowerment in the work environment for their employees. The quality of the nurse's work environment at the work unit level is not only important to improve the quality of service to patients, but also has an important role in improving the welfare of individual nurses themselves.
41
Bickovska, Anna. "LONG-TERM UNEMPLOYED SOCIAL BENEFITS RECEIVERS EXPERIENCE TAKING PART IN EDUCATIONAL ACTIVITIES." Baltic Journal of Career Education and Management 5, no. 1 (December 20, 2017): 22–29. http://dx.doi.org/10.33225/bjcem/17.5.22.
Full textAbstract:
Long-term unemployed social benefits receivers are entitled to many educational activities to help them with reemployment in Latvia. Long-term unemployed social benefits receivers attend different educational activities but remain unemployed. It is important to understand why it happens and what kind of additional support long-term unemployed social benefits receivers need. Current research took place in Riga Social Service, long-term unemployed social benefits receivers were interviewed in order to collect data about their experience in adult education and their opinions about the process. The informants were asked to reflect on their future perspective in the aspect of job searching, taking into consideration their freshly obtained education. Interview transcripts were decoded and categorized in 5 distinct categories. Results show that only educational activities can’t solve unemployment problem and employability skills training program should be created. Key words: adult education, career counselling, long-term unemployed, vocational education.
42
Schermer, Julie Aitken, Konstantinos V. Petrides, and Philip A. Vernon. "On the Genetic and Environmental Correlations between Trait Emotional Intelligence and Vocational Interest Factors." Twin Research and Human Genetics 18, no. 2 (March 6, 2015): 134–37. http://dx.doi.org/10.1017/thg.2014.87.
Full textAbstract:
The phenotypic (observed), genetic, and environmental correlations were examined in a sample of adult twins between the four factors and global score of the trait emotional intelligence questionnaire (TEIQue) and the seven vocational interest factors of the Jackson Career Explorer (JCE). Multiple significant correlations were found involving the work style vocational interest factor (consisting of job security, stamina, accountability, planfulness, and interpersonal confidence) and the social vocational interest factor (which included interests in the social sciences, personal services, teaching, social services, and elementary education), both of which correlated significantly with all of the TEIQue variables (well-being, self-control, emotionality, sociability, and global trait EI). Following bivariate genetic analyses, most of the significant phenotypic correlations were found to also have significant genetic correlations as well as significant non-shared (unique) environmental correlations.
43
Zuo, Yuhan, Qingxiong (Derek) Weng, and Xiaoyun Xie. "Are All Internships Equally Beneficial? Toward a Contingency Model of Internship Efficacy." Journal of Career Development 47, no. 6 (November 5, 2019): 627–41. http://dx.doi.org/10.1177/0894845319883415.
Full textAbstract:
This study was conducted to examine whether internships can boost graduates’ career development. In doing so, we develop a contingency model of internship efficacy. Employing signaling theory, we argue that internships serve as a signal of a graduate’s vocational capacity to their potential employers. We propose that major-related and nonmajor-related internships are differentially related to both starting salary and career outcomes (i.e., job compensation and job satisfaction) after 1 year and that three contextual factors (i.e., major-job fit, discipline type, and educational level) moderate the effects of internship experiences. Using two-wave data from 787 graduates in Eastern China, we found that while the influence of major-related internships was positive, nonmajor-related internship was negatively associated with starting salary. Moreover, this negative relationship was significant for graduates with a high job-major fit, graduates from science, technology, engineering, and mathematics disciplines, and postgraduates. The results suggest that internship experiences are not equally beneficial and challenge the notion that internships are always beneficial.
44
Jewell, Larry R., Kendall C. Beavers, Barbara J. Malpiedi Kirby, and James L. Flowers. "Relationships Between Levels Of Job Satisfaction Expressed By North Carolina Vocational Agriculture Teachers And Their Perceptions Toward The Agricultural Education Teaching Program." Journal of Agricultural Education 1990, no. 1 (March 1990): 52–57. http://dx.doi.org/10.5032/jae.1990.01052.
Full text
45
Kordiman, Asep, and Suwatno Suwatno. "Motivasi dan Kepuasan Kerja Sebagai Determinan Kinerja Guru Tidak Tetap." Jurnal Pendidikan Manajemen Perkantoran 3, no. 1 (January 2, 2018): 192. http://dx.doi.org/10.17509/jpm.v3i1.9455.
Full textAbstract:
This paper reviews specifically about motivation and job satisfaction of teachers as a factor that effecting teacher’s performance. Based on the data analysis result that used multipple regression and product moment correlation, the data collected through survey method using questionnaire to 48 respondents which is non-permanent teachers of one privat vocational school in Bandung. The result of analysis shows that motivation and teacher’s job satisfaction have a correlation on the teacher’s performance either partially or simultaneously. The results of this study can provide an implication of the optimal teacher’s performance and also as an assessment of education to improve motivation and job satisfaction of teachers as a variable that affects the teacher’s performance that could improve teacher productivity.ABSTRAKTulisan ini mengkaji secara khusus tentang motivasi dan kepuasan kerja guru sebagai faktor yang diduga mempengaruhi kinerja guru. Berdasarkan hasil analisis data dengan menggunakan regresi ganda dan korelasi product moment dimana data yang dikumpulkan melalui metode survey dengan menggunakan angket terhadap 48 responden yaitu guru tidak tetap pada salah satu Sekolah Menengah Kejuruan (SMK) swasta di Bandung. Hasil analisis data menunjukan bahwa motivasi dan kepuasan kerja guru memiliki korelasi yang sedang terhadap kinerja guru baik secara parsial maupun simultan. Hasil penelitian ini dapat memberikan impilikasi terhadap optimalnya kinerja guru dan juga sebagai pengkajian pendidikan untuk meningkatkan motivasi dan kepuasan kerja guru sebagai variabel yang mempengaruhi kinerja guru yang mampu meningkatkan produktivitas kerja guru.
46
Deliönü, Özcan, and Burçak Çağla Garipağaoğlu. "Job dissatisfaction among vocational and technical teachersMesleki teknik öğretmenlerde iş doyumsuzluğu." International Journal of Human Sciences 12, no. 1 (April 7, 2015): 1118. http://dx.doi.org/10.14687/ijhs.v12i1.3055.
Full textAbstract:
<p>The purpose of this study is to determine the causes of job dissatisfaction among teachers in the field of vocational and technical education and suggest viable alternatives for the solution of this problem. The study was conducted with qualitative research techniques. The data was collected from a total of 44 participants via one-to-one interviews and focus group discussions. To obtain a better and more holistic picture of the factors leading to job dissatisfaction, participants were selected from vocational and technical schools located in various parts of İstanbul with high population of teachers and students. The results of the study demonstrate that the causes of job satisfaction are generally related with communication within the organization, working conditions, school administration and social reputation of teaching as a profession rather than the pay, job security, professional development and promotion opportunities. Moreover, it was understood that stress resulting from workplace conflicts, heavy workloads, vague job descriptions and unmet expectations are found to be closely related with job dissatisfaction among vocational and technical teachers. </p><p> </p><p><strong>Özet</strong></p><p class="Normal1">Bu araştırmanın amacı meslek liselerinde çalışan mesleki teknik öğretmenlerin iş doyumsuzluğuna ilişkin görüş ve düşüncelerini belirlemek, ve sorunun çözümü için uygun önerilerin geliştirilmesini sağlamaktır. Nitel araştırma yöntemi ile gerçekleştirilen bu araştırmada 44 mesleki teknik öğretmen ve yöneticisi ile odak grup görüşmeleri ve bire bir görüşmeler yapılarak iş doyumsuzluğunun nedenleri araştırılmıştır. Araştırmada meslek liselerinde çalışan mesleki teknik öğretmenlerin iş doyumsuzluğunun nedenlerinin doğru bir şekilde yansıtılabilmesi için değişken çeşitliliğinin sayıca fazla olduğu ve İstanbul’un farklı bölgelerinde yer alan, öğrenci ve öğretmen sayılarının fazla olduğu meslek liseleri seçilmiştir. Yapılan çalışma sonucunda mesleki teknik öğretmenlerin iş doyumsuzluğu nedenlerinin ücret, iş güvencesi, gelişme ve yükselme olanaklarından çok, çalışanlar arasındaki iletişim, çalışma ortamı, yönetim ve denetim anlayışı ile öğretmenin sosyal konumu ile ilintili olduğu ortaya çıkmıştır. Ayrıca, iş ortamında yaşanan çatışma, aşırı iş yükü ve belirsizlik gibi stres kaynakları ile çalışanın işleriyle ilgili karşılanamayan beklentilerinin iş doyumsuzluğu ile yakından ilişkili olduğu anlaşılmıştır.</p>
47
Mapou, Robert L. "They Don't Go Away When You Grow Up." Journal of the International Neuropsychological Society 6, no. 1 (January 2000): 103–5. http://dx.doi.org/10.1017/s135561770024112x.
Full textAbstract:
Attention-deficit hyperactivity disorder (ADHD) and learning disabilities (LD) are most frequently associated with childhood. This, of course, is because a child's job is to sit in a classroom, pay attention, and learn, and these are disorders that interfere with completing that job. Because these disorders are presumed due to brain dysfunction, it should be no surprise that both LD and ADHD continue to exert effects as children grow, go on to postsecondary education, and enter the job market. That is, developmental learning disorders, including LD and ADHD, do not “go away” when one becomes an adult. Several research groups have followed children with LD or ADHD into adulthood and have shown the persistence of symptoms and cognitive deficits, along with the toll that these difficulties take on psychosocial functioning, later academic performance, and vocational advancement.
48
You, Seoungkap, CheolGyu Lee, and HongJun Yoon. "Effects of Education and Training Program Characteristics on Education and Training Satisfaction through Job Trainees of unemployed vocational trainees - Focusing on the control effects of learning motivation and self-efficiency -." Journal of the Korea Management Engineers Society 24, no. 3 (September 30, 2019): 129–52. http://dx.doi.org/10.35373/kmes.24.3.9.
Full text
49
Marusynets, Marianna. "Continuing Education as a Factor of Personality Socialization (in the Context of Austria’s Experience)." Comparative Professional Pedagogy 9, no. 1 (March 1, 2019): 59–65. http://dx.doi.org/10.2478/rpp-2019-0007.
Full textAbstract:
AbstractThe article analyzes the concept “continuing education” determining its priorities and specifics as compared to other forms of learning. It is established that the subject of continuing vocational training is an adult who has acquired a certain life and professional experience. It is identified that the need for lifelong learning arises from the fact that to some extent an adult has knowledge and skills not sufficient to carry out their professional or other tasks. Self-motivation for new knowledge appears when facing complex problems, and when past experience does not allow solving them successfully. The specifics of lifelong education are connected with the psychological characteristics of an adult, namely: self-awareness of oneself as an independent personality with a critical view on any control attempts even if it not expressed verbally; the accumulation of a considerable life, social and professional experience that shapes the outlook, and in this respect creates a background for the evaluation of any incoming information; motivation for learning lies in a pragmatic approach – an adult seeks to solve their life problems with the help of learning (career, communication, leisure, etc). In contrast with a student or a pupil, an adult tries to apply the acquired knowledge as soon as possible or to obtain satisfaction from the learning process itself; their perception is invariably accompanied by an emotional evaluation of information when the brain attempts to “block” any information provoking negative emotions (even if it is just hunger, an uncomfortable sitting or stuffiness). Austria is pursuing the policy on continuing education, including several ministries and the Ministry of Education and Women’s Affairs. However, this kind of education is not free from shortcomings: for some adults, it is a way of organizing leisure: spending time usefully, having a rest from work, or the lack of learning goal awareness.
50
Escobar-Alvarez, Mª Angeles, and Julie Ciancio. "Spanish Adult Students’ Intention- Behaviour Toward MOOCs During the COVID-19 Pandemic." Íkala 26, no. 3 (September 10, 2021): 531–51. http://dx.doi.org/10.17533/udea.ikala.v26n3a04.
Full textAbstract:
Many Spanish students need to learn English beyond the age of 25 to be able to find a job or be further promoted. Unfortunately, those who attempt to pass a university entry-qualifications test often lack the required academic level. To help them achieve this goal, they are usually provided with learning materials and supportive digital resources. During the covid-19 pandemic, the need for online resources increased. This is why the National Distance Education University offered a massive open online course (mooc) on elementary English. The main goal of this contrastive qualitative study was twofold: First, it attempted to explore adult students’ intention-behaviour while taking the course. Secondly it delved into students’ satisfaction with this type of courses during two different years: 2017 and 2020 when the pandemic had a clear impact on distance education. For this purpose, the study used a comprehensive post-questionnaire given at the end of both courses. The data revealed a few significant differences regarding students’ satisfaction, intentions, perceptions, and interests in contexts where face-to-face-learning was not an option. These findings suggest that mooc should be considered as an alternative way to build specific content in situations of crisis.