Employment Of Work-Based Learning In Vocational Secondary Schools From The Point Of View Of Teachers In Hebron Governorate

Abstract

This study aimed to identify the employment of work-based learning in vocational secondary schools from the point of view of teachers in the Hebron Governorate for the academic year 2022-2021.

The study population consisted of all secondary vocational school teachers in Hebron Governorate schools, and their number was (400) male and female teachers, and a random, stratified sample of (185) male and female teachers was taken.

Use the descriptive approach. The questionnaire and the interview were built as measurement tools for the study, and their validity was confirmed by presenting them to arbitrators with experience and expertise, and the reliability coefficient of Cronbach's alpha was found.

The results of the study found that the employment of work-based learning in vocational secondary schools from the teachers' point of view in Hebron governorate is high, It was agreed with the results of the interview conducted with the teachers, and there were no statistically significant differences at the level of significance (   ) Between the arithmetic means in the employment of work-based learning in vocational schools in Hebron governorate, according to the variable (gender, specialization, years of experience, and professional branch), and there are statistically significant differences at the level of significance depending on the educational qualification variable, and these differences are in favor of a master's degree or higher.

Accordingly, the study recommends holding training courses for professional teachers, providing financial and moral support for development and change in vocational schools, and providing material capabilities of tools, devices and requirements for security and safety, especially insurance against accidents in dangerous workshops, and conducting other studies related to vocational schools with different variables.