The Reality Of The Technical And Professional Capabilities Of Teachers At The Jordanian Public Schools Implementing The BTEC System

Abstract

This study aimed to explore the extent of possessing technical and professional capabilities by the male and female teachers in the Jordanian public schools that implement the BTEC system. The descriptive analytical approach was adopted. The study’s goals were met through developing a questionnaire. The questionnaire was used to collect data from (120) male and female vocational education (VE) teachers. Those teachers were chosen from several Jordanian public schools. Those schools were chosen from three cities located at the Central Province in Jordan (Amman, Zarqa and Madaba). It was found that the extent of possessing technical and professional capabilities by the male and female teachers in the Jordanian public schools that implement the BTEC system is moderate.  The study’s areas were ranked respectively as follows based on their means: (the learning and innovation skills, the skills in the fields of media, information & technology and the life and professional skills).  It was found that there isn’t any significant difference between the respondents’ attitudes in this regard which can be attributed to gender, or age.  However, there are significant differences between the respondents’ attitudes in this regard which can be attributed to academic qualification for the favour of the ones holding a diploma degree. The researcher recommends exerting effort for developing the technical and professional capabilities of the vocational education (VE) teachers through developing a proper training plan in accordance with the BTEC system.