A needs assessment of the professional competencies of Jordanian vocational secondary teachers

The main purpose of this descriptive survey research was to identify and prioritize the professional competencies of Jordanian vocational secondary teachers based on perceptions of current vocational secondary teachers, principals, and supervisors. The secondary purposes of this research were: (1) to identify differences in perceptions among current vocational secondary teachers, principals, and supervisors pertaining to the professional competencies of vocational secondary teachers, and (2) to verify differences in perceptions among current vocational secondary teachers with regard to selected demographic characteristics (gender, experience, qualification, specialization, secondary education, graduation country, and geographical region). A survey questionnaire was developed. The questionnaire included 95 professional competencies and seven questions regarding demographic characteristics. Two panels of experts from the U.S.A. and Jordan established content validity of the questionnaire. Reliability of the questionnaire was computed by Cronbach\u27s alpha coefficient. The questionnaire was administered to a total of 213 vocational secondary teachers, principals, and supervisors. Using a five-point Likert-type scale, participants rated the importance and performance level of the 95 professional competencies. In addition, participants provided information regarding seven demographic characteristics. Descriptive and inferential statistics, as well as two needs assessment models, were utilized to analyze the data. Major findings were: (1) all 95 professional competencies were rated as being “important” or “very important” to the success of vocational secondary teachers by vocational secondary teachers, principals, and supervisors, (2) the three groups contrasted in terms of rating the ability of vocational secondary teachers to perform the 95 professional competencies, (3) the perceptions of the three groups differed statistically on the 95 professional competencies, and (4) the demographic characteristics of vocational secondary teachers did not statistically influence their perceptions of the 95 professional competencies. Based on these findings, it was recommended that the sequence of 95 professional competencies should form the basis for developing vocational teacher education programs in Jordan. In addition, the professional competencies rated as having high discrepancy scores between importance level and performance level should form the priorities for in-service training programs of vocational secondary teachers in Jordan