The Prevocational Education Teachers’ Possessiveness of Knowledge Skills Needed to Workshop Administration in Jordan

Abstract

This study aimed at identifying the Jordanian prevocational education teachers’ possessiveness of knowledge skills needed to administer the prevocational workshops, and identifying obstacles of using and weaknesses of implementing them; and forming recommendations to attempt to find appropriate solutions. An instrument consisting of (36) multiple choice items was used after the validity and the reliability were established. A sample of (165) teachers’ responses were analyzed. Findings showed that the knowledge skills that the prevocational education teachers’ possessed regarding workshop administration, were below the minimum level. Sex, degree, and teaching experience had statistically significant effect on the prevocational education teachers’ responses.