https://publisher.uthm.edu.my/ojs/index.php/JTET/gateway/plugin/WebFeedGatewayPlugin/atomJournal of Technical Education and Training2023-12-21T13:18:49+08:00JTET Editorial Teamjtet@uthm.edu.myOpen Journal Systems<p class="MsoNormal" style="text-align: justify;">The Journal of Technical Education and Training (JTET) is a peer reviewed journal that publishes twice a year (June and December) on articles concerning Technical & Vocational Education and Training (TVET) practices in both the formal and informal sectors. We welcome article submissions from the local and international TVET researchers and practitioners. We strongly welcome research articles and will also consider critical reviews as well as technical reports that can further our understanding of TVET issues and concerns.</p>https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/16386Message from the Chief Editor: JTET December 20232023-12-27T15:58:26+08:00Chief Editor2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/16088Employability Challenges Among Recidivists: A Qualitative Study2024-01-31T15:52:11+08:00Wan Hanem Nazira Wan MudaNurul Hidayah Liew AbdullahAini Nazura PaiminHashima HamidZhu Yuying
<p>Crime is a social phenomenon in almost every country. The increasing of crime incidents every now and then could instigate recurrence of crimes. The integration of prison inmates into society after release is a challenging phase to start anew outside the iron curtain. As such, this group might tend to return to prison. Therefore, this study aims to explore recidivism among recidivists towards employability. The design of this study is narrative by using a qualitative approach and aided by a semi-structured interview protocol to facilitate the data collection process. A total of 5 recidivists from a prison around the southern zone were selected as study participants. The interviews obtained were analyzed using thematic analysis. The results of the study found that there are four recidivist factors returning to prison, namely difficulty in finding a job, unwillingness to change, family and community stigma, and the relaxation of conditions for participating in the Human Rehabilitation Program (PPI). In conclusion, apart from difficulties in securing employment, there are other reasons that cause recidivism to occur. Therefore, the researcher suggests that the PPI provided by the prison to be updated in line with the needs of recidivists from physical aspects, personality, skills and integration into society so that recidivism cases could be reduced.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14648Technology Integration in Technical and Vocational Education and Training (TVET): The Role of the Art Teacher2023-12-27T15:58:32+08:00Gbadegbe Selase RichardAmewu JosephKrampa ElikemBuami Kwami Edem
<p>The quality of teaching and learning across all TVET disciplines can be enhanced by promoting technology-inclusive TVET. Using the Technological Pedagogical and Content Knowledge (TPACK) model, this study examines the interrelationships between the knowledge required by art teachers to effectively integrate technology in teaching at the TVET level. The study assumed that quality TVET practices could be achieved if TVET teachers had a solid understanding of their subject matter, pedagogical procedures and knowledge about employing technological tools. This research used a quantitative data approach and adopted a Structural Equation Modelling (SEM) analysis technique to measure the path coefficients of direct or indirect influence between exogenous and endogenous variables. A quantitative survey instrument based on the TPACK model was adopted to collect data from 152 art teachers sampled across various public educational institutions in Ghana. Data analysis was performed with SPSS and SmartPLS using an online data collection procedure. The study demonstrates a significant relationship between art teachers’ knowledge and how much technology can be integrated with TVET. The following mechanisms were revealed: the mastery of technological tools, technologically driven instructional approaches, and a teacher's technical knowledge and abilities as the fundamental mechanisms required to foster efficient skill development at the TVET level. This implies that educators, training institutions, policymakers, and stakeholders in the TVET ecosystem should pay special attention to these mechanisms to strengthen the teaching and learning delivery of TVET.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15551Computer Assisted Instruction (CAI) Integrated Case Method-Flipped Classroom: Innovative Instructional Model to Improve Problem-Solving Skill and Learning Outcome of TVET Students2023-12-27T15:58:27+08:00Rizky Ema WulansariRizkayeni MartaRizki Hardian SaktiSiska Miga DewiDian SafitriGulzhaina Kuralbayevna KassymovaFan FolkourngVimal Kumar
<p>The post-pandemic has affected all educational institutions, including TVET. The situation has shifted fully online learning into a blended one, conducted online through e-learning and onsite through face-to-face learning. In this learning, students must do self-directed learning before coming to the class, known as the flipped classroom method. On the other hand, to trigger their effort to do so, applying the case method is valuable to improve their problem-solving skill. Therefore, the flipped classroom and case method integration needs to be implemented. In the flipped classroom method, students must use CAI media to optimise the learning outcome. This study aims to see the effectiveness of integrating CAI into case method-flipped classrooms in improving the problem-solving skills and learning outcomes of TVET students. This study used a quasi-experiment with a pre-test and post-test control group design. The research instruments were a questionnaire and an achievement test with 62 participants. Based on the results, it was found that there was a significant difference in students’ problem-solving skills and learning outcomes between control and experimental groups. Research findings showed substantial improvements in students’ material understanding and problem-solving skills. Students reported high engagement and satisfaction with the proposed interactive learning model. Thus, it can be concluded that the CAI-integrated Case Method-Flipped Classroom effectively improves TVET students’ problem-solving skills and learning outcomes. The novelty of this research is that it offers an innovation from various learning models in TVET that TVET educators can implement. The model provides time efficiency availability of such a lead-in that bridges the initial material to the primary material. Hence, the investigation results in this study provide a new knowledge reference for the TVET education curriculum.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15208Transforming Industrial Engineering Education: Introducing the CWILE Model for Work-Integrated Learning in the Digital Age2023-12-27T16:22:00+08:00Parida JewpanyaPinit NuangpiromSiwasit PitjamitPakpoom JaichomphuKitchar ChaithanulSuwannee Sriyab
<p>Thailand's industrial sector has made significant progress in adopting and implementing technology associated with Industry 4.0. As technology advances and industries become more digitally driven, a skilled and adaptable workforce becomes paramount. The responsibility for cultivating such human resources lies with educational institutions. They are the foundation for developing a workforce that can thrive in the digital age by staying responsive to industry trends, fostering business collaboration, and prioritising technical and soft skills. Work-integrated learning (WIL) is one of the educational programs that can help improve student skills by integrating the theoretical exploration of a particular subject with its practical implementation within a professional environment. The WIL program enables individuals to demonstrate competence, expertise, and the capacity to keep up with contemporary technologies. This paper proposes the new WIL model for the WIL program in the industrial engineering profession, known as the CWILE model. The study aims to identify and establish the benefits of the CWILE model. These benefits include enhanced skill development, improved readiness for industry demands, and a seamless transition from education to the workforce. The initial step in the research procedure involved collecting stakeholders' perspectives on the existing WIL program in the industrial engineering department of the engineering faculty at Rajamangala University of Technology Lanna (RMUTL), Thailand. Following stakeholder feedback, the CWILE model was developed and implemented with the participation of eighteen students in the WIL program. The effectiveness of the CWILE model was assessed through a comprehensive evaluation of student competencies: core competency, functional competency, and professional competency. The evaluations were conducted at three distinct intervals: before, during, and after instruction. This longitudinal assessment allows a nuanced understanding of how the WIL program influences student competencies. The results of this study show that the duration of attending the WIL program is positively correlated with an increase in all competencies.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15393The Effects of Thinking Styles and Inventive Problem-Solving on the Problem-Solving Skills for Design and Technology Students2023-12-27T16:22:47+08:00Nuraliah Abd NasirTee Tze KiongShanty Sai'enWang QiNurulwahida AzidCharanjit Kaur Swaran SinghMuhammad Aris IchwantoMohamad Ikhwan Juhari
<p>The Creative Critical Thinking Skills Model aims to apply a critical and creative thinking style to students so that they can solve inventive problems well. However, teachers overlook the importance of this thinking style because they focus on inventive problem solving. Thus, a teaching module based on the Meyer Model has been developed to help teachers teach inventive problem-solving skills. This module has been developed by combining critical and creative thinking styles and the Theory of Inventive Problem Solving (TRIZ) which is a theory that uses structured and systematic methods to solve inventive problems. This study aims to evaluate the effect of module implementation on the achievement of Inventive Problem-Solving Skills of standard four Design and Technology students in five aspects (i) problem situation (ii) problem cause (iii) strategy and approach (iv) solvability (v) innovation. This study used a quantitative approach with a quasi-experimental design. A total of 106 students were selected by cluster of random sampling and divided into 2 group which is control group (CG) and treatment group (TR). The research instrument used pre-test and post-test set to measure Inventive Problem-solving skills (IPSS) achievement. The results of the test analysis show that there is a significant improvement in the five aspects of the student's IPSS. In conclusion, the TRIZ-based Thinking Style Module help teachers in teaching and learning in the classroom, especially in generating ideas to solve problems. The exposure of critical and creative thinking styles in this module also indirectly guides users to have a balanced style which has the potential to solve problems more effectively.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14421The Influence of Entrepreneurship Education on University Students' Entrepreneurship Self-Efficacy and Entrepreneurial Intention2023-12-27T15:58:34+08:00Sarasaran VivekananthLogaiswari IndiranUmar Haiyat Abdul Kohar
<p>Entrepreneurship education in Higher Learning Institutions (HLIs) is vital to strengthening a country’s entrepreneurship ecosystem, which fosters economic growth, innovation, and job creation. Through entrepreneurship education, more job creators are expected to be created and nurtured with entrepreneurial awareness, knowledge, abilities, and support. Therefore, this study investigated the relationship between entrepreneurship education, namely entrepreneurship curriculum, entrepreneurship lecturers’ competency, and university entrepreneurship support in influencing entrepreneurship intention among Universiti Teknologi Malaysia’s students, with entrepreneurship self-efficacy as the mediator. The methodological approach of this study is a quantitative method. The population of this study was Universiti Teknologi Malaysia (UTM) undergraduate students with a sample size of 212 respondents, obtained using simple random probability sampling. Data collected from respondents was analysed using the SPSS statistical analytical tool by applying descriptive, regression and mediation tests. The study’s findings revealed that entrepreneurship curriculum and university entrepreneurship support have significantly influenced both entrepreneurship self-efficacy and intention. However, entrepreneurship lecturers’ competency was found to have an insignificant relationship with entrepreneurship self-efficacy and intention. The influence of entrepreneurship self-efficacy towards entrepreneurship intention was also significant. Meanwhile, the mediating effect of entrepreneurship self-efficacy between entrepreneurship education components (curriculum, lecturers’ competency, and university entrepreneurship support) and entrepreneurship intention were all significant. Thus, this study has provided insights for various stakeholders, predominantly academicians, HLIs, and policymakers, to understand the current scenario on the effectiveness of Malaysia’s entrepreneurship education.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14313A Two-Fold Approach in Investigating the Factors in Practice Teaching Experiences of Technology Livelihood and Vocational Education Preservice Teachers2023-12-27T15:58:38+08:00De Los Nieves HericcoGalino Egar IanSarucam AdamSenobio John TadashiSomosot Ian S.
<p>Pre-service teacher preparation programs vary greatly across countries. The most important part of a teacher training program is pre-service teaching regarded as the element of teacher training that is most significant and influential. The study aimed to determine the constructs in practice teaching experiences of technology livelihood and vocational education preservice teachers. To accomplish the goal of this study, quantitative research design, using exploratory factor analysis was applied. In addition to employing the Principal Component Analysis (CPA), exploratory factor analysis was also utilized to determine the factor structure of the measure and assess its internal reliability. Nine preservice teachers participated in the qualitative phase of the study, and 153 preservice teachers participated in the quantitative phase using purposive and stratified random sampling techniques. The study revealed the presence of the five components which are themed in factor loadings identified as Implementing Teaching Method, Observing Time Management, Costuming Self-Evaluation, Accepting Feedback, and Battling with Adversities with the Accepting Feedback having the lowest results. The themed factor loadings had a weighted overall mean score of 4.3285, which means that it was always observed. The researchers suggested that teacher education programs help pre-service teachers overcome obstacles they face when teaching, reflect on their practice, and solve problems to prepare them better to transition to in-service teaching. A confirmatory factor analysis is suggested to confirm the study's result under investigation.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/13945The Impact of Work Experience on Entrepreneurial Intention Among Vocational Education Students2023-12-27T15:58:41+08:00Yudha FiandraAsmar YulastriGenefriRizki Hardian Sakti
<p>One entrepreneurship-related subject that has produced a lot of research is the investigation of entrepreneurial intention (EI). This study aims to investigate the impact of students' work experience across the four categories (SN, ES, ATE, and EE). The methodology employed in this study is quantitative, using a structural equation modelling (SEM) approach. The participants were assigned to multidisciplinary workgroups comprising six to eight individuals with backgrounds in management and engineering. There were five-course iterations between the 2021–2022 academic years. There were 250 students registered for this course. This research supports the belief that instruction in entrepreneurship can improve one's abilities in this area, even if it does not necessarily result in immediate action. This study highlights the importance of entrepreneurial education in increasing entrepreneurial intention among students. Additionally, students' belief in their abilities to become entrepreneurs, based on factors such as technical skills, social skills, and risk-taking abilities, is not affected by prior work experience. The study recognises that students' career experience is essential in understanding the significance of entrepreneurial education in fostering entrepreneurial intention.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15116The Influence of Educational Infrastructure in Agricultural Learning Environment on Students' Interest and Program Selection2023-10-07T20:48:28+08:00Nur Dinie M.I.Enio M.S.K
<p>There is a growing global concern in agricultural education due to past findings on students’ lack of interest in studying and considering a career in agriculture. In spite of this, past local studies have shown an agricultural-related careers are getting more interest from students due to the practical learning environment provided by the Universiti Putra Malaysia (UPM) Agricultural Science Foundation (ASPer UPM) but there is no thorough explanation regarding the elements of practical learning environment that affects students' interest. This qualitative study was to provide additional insight into the learning infrastructure as a component of the agricultural subjects’ practical learning environment by examining how infrastructure in agricultural practical learning environment influences students’ interest and selection of agriculture as a field of study. Furthermore, it attempts to identify students' perceptions of practical learning infrastructure as part of the ASPer UPM learning environment. This qualitative study collected data through the focus group interview using an interview questions instrument. The study found that students perceive the provision of infrastructure and equipment as not uniform, and the technology adopted is inadequate and only sufficient to help with basic work. The students also perceive the instructors’ expertise and specialisation as helping them understand the course content and the specialised locations are aligned with the learning content. The study found that students' interest could be increased by changing the learning location and content, providing adequate, usable and conducive infrastructure and implementing clear teaching and practical learning procedures. At the same time, infrastructure can generate curiosity, provide early exposure to agriculture and change negative perceptions and interests to influence students to select agriculture as a field of study. Lastly, this study found an apparent relationship between Faculty of Agriculture cluster students' selection of fields of study and their foundation course CGPA. These results can be utilised as guidance for agricultural education institutions to design a high-quality practical learning environment via enhanced infrastructure.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15127The Challenges of Implementing Industrial Revolution 4.0 Elements in TVET 2023-10-01T12:32:59+08:00Suriani NgatimanTajularipin SulaimanKai Yan Wong
<p>The advent of the industrial revolution 4.0 (IR4.0) impacted the national industry and the need to provide a highly skilled and competitive workforce. However, the previous study on the implementation of IR4.0 in vocational colleges in Malaysia is still unsatisfactory. Previous studies have also focused on Technical Education and Vocational Training (TVET) at the higher education. Therefore, this study conducted to explore the challenges towards the implementation of the IR4.0 element in the Vocational College (VC) curriculum. VC offers education skills certificate and diploma level to secondary school students. VC needs to be prepared to face this phenomenon in providing national human resources. The study employs qualitative design using in depth semi structured interview method guided by the interview protocol. Seven participants who met the sampling criteria were involved in this study. The Interview recording systematically managed and translated verbatim as interview transcripts. Then a thematic analysis performed using ATLAS.ti software (version 8) to construct appropriate codes, categories and themes to answer the research questions. The results of the interviews found five main challenges identified on the implementation of the IR4.0 element in the VC curriculum; curriculum review, providing teaching workforce, providing infrastructure, industry relations and engaging in education. Overall findings indicate the need for a revisit of the VC curriculum to implement the IR4.0 element and has implications to implement in providing a national workforce that meets the needs of the industrial demand. This study expected useful to <em>Bahagian Pendidikan dan Latihan Teknikal Vokasional</em> (BPLTV) in strengthening the Vocational Education Transformation agenda through the implementation of VC curriculum revisit by considering the challenges of IR4.0 implementation from various angles discussed to ensure students' knowledge and skills meet IR4.0 requirements to contribute to national development.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15130Antecedent Factors Influencing Teacher’s Readiness in Teaching Design and Technology Education2023-10-02T19:37:37+08:00Zaleha EndotRahimah Jamaluddin
<p>Teacher readiness is necessary in the teaching and learning process, especially when a new curriculum is introduced. This study was conducted to identify the factors that influence the readiness of teachers in teaching Design and Technology (RBT) in the new Primary School Standard Curriculum (KSSR). The factors studied included self-efficacy, intrinsic motivation, ICT skills, and support training, which were the independent variables, and teacher readiness was the dependent variable. This descriptive quantitative survey involved 368 RBT teachers teaching Year 4 KSSR students in Peninsular Malaysia. Cluster and simple random sampling were used to select the sample of this study. The research instrument consisted of a set of questionnaires that contained 114 items adapted from previous research. A pilot study was conducted with a Cronbach’s Alpha value of 0.95. Study data were analyzed using Statistical Package for the Social Sciences (SPSS) software. The results of the study show that the overall mean for teachers’ readiness in teaching RBT is high. The findings showed that the overall mean for the aspect of reasoning knowledge was 3.82 (SP = .57) and SBA skills were 3.92 (SP = .58). Findings give the impression that the respondents have high reasoning knowledge and PBS skills. It was also found that the mean value for the aspect of SBA skills is higher than the reasoning knowledge. The regression analysis results show that all four factors significantly contribute to teacher readiness at 40.4 %. In conclusion, the findings of this study give the impression that the factors influencing teacher readiness are important in the formulation of a new curriculum. This study provides guidance to policy makers and curriculum planners especially for Ministry of Education Malaysia (KPM) on the aspect of teacher readiness when introducing new subjects.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15216Career-Related Characteristics Towards Career Certainty of Vocational College Students2023-10-02T20:13:46+08:00Mohd Hazwan Mohd PuadAslina MohamadAbdullah Mat Rashid
<p><span style="font-weight: 400;">Career path certainty in this era of innovation, digitalization, and globalization is increasing and continues to be the decisive factor in career selection by many people in the fast-growing, unpredictable, and highly competitive job market. This situation has forced students to make career choices as the first step to ensure that the available human resources are in line with the demand in the labor market. This study aims to determine the role of career-related characteristics in the relationship to career certainty among Vocational College students in Selangor. The career-related characteristics included in this study are career planning, career exploration, self-efficacy, outcome expectations, and career goals. This research is a quantitative and correlational study conducted on first-year Vocational College students in Selangor. Using simple random sampling, 230 students were selected as research respondents. The results showed that career planning, career exploration, self-efficacy, outcome expectations, and career goals showed an insignificant but moderate positive relationship with career certainty. This study provides a basis for planning career-related learning and development programs at the pre-university level. The study recommends that teachers actively initiate student career exploration activities during learning.</span></p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14361Creative and Predictive Management of Vocational Education in the Context of Social Partnership Development2023-12-27T16:02:48+08:00Natalya KorneevaNatalya UvarinaElena GnatyshinaDmitry Korneev
<p>This research aims to theoretically substantiate the effectiveness of creative-prospective management in the professional training of contemporary youth in the context of developing social partnerships. Additionally, it aims to describe the functional model of creative-prospective management in professional education within the social partnership framework. The study involved 482 South Ural State Humanitarian-Pedagogical University students, the Russian State Vocational Pedagogical University, and the Shadrinsk State Pedagogical University. Furthermore, 100 graduates currently employed in secondary education institutions participated in the study. The following methodologies were employed in the experiment: the Mehrabian Achieving Tendency Scale (used by employers and social partners to determine the relationships between partners in social partnerships) and the modified Magomed-Eminov (1989, 2002) scale (utilized by employers and social partners to assess the quality of graduates' professional training). A multistage quota sampling technique and a review of the modification questionnaires were used to ensure the experiment's reliability. Respondents participated in the assessment of the effectiveness of professional education managers. The empirical research revealed synergistic connections between an expanded list of specialities and training directions associated with the differentiation of professional education and the employability of graduates in the Ural labour market. It was determined that creative and prospective management is necessary to prepare highly qualified and competitive graduates. This allowed for identifying key criteria for assessing the quality of higher education and their indicators, including the level of overall development and professional qualifications of graduates, as well as the employability of graduates in the labour market. Implementing creative and prospective management can serve as the basis for the dynamic expansion of international educational agglomerations. The development of social partnerships can increase the competitiveness of educational organisations involved in diversification processes within the international educational space. The analysed theoretical and practical positions emphasise the challenges and possible solutions associated with the system of social partnership.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15114Predictive Model for Factors Influencing Students’ Continuance Usage Intention on a Gamified Formative Assessment Application2023-10-01T10:08:42+08:00Rosfuzah RoslanAhmad Fauzi Mohd AyubNorliza GhazaliNurul Nadwa ZulkifliSiti Noor Haslina Md LatipSiti Syuhada Abu Hanifah
<p>Formative assessments help students identify their strengths and weaknesses as well as the target areas that need work. Meanwhile, the success of gamification implementation in mobile learning (m-learning) applications has been proven by many research associated with technology acceptance. However, studies on the technology post-acceptance phase are scarce. Deploying gamification concepts in competency-based education and assessment method, aim to diversify the game dynamics usage in new and practical areas such as technical and vocational education. Therefore, this study focused on the development of a predictive model for a gamified m-learning application that extends the Expectation Confirmation Model (ECM) with perceived enjoyment. This study applied a correlational research design on the students of Technical and Vocational Education and Training (TVET) based diploma programmes in one of Malaysian public university. An online survey was conducted, and garnered 269 responses, which were used in the final analysis based on the Partial Least Square-Structural Equation Modelling (PLS-SEM). The findings showed that all the factors in the model, which are the confirmation of expectation, satisfaction, perceived usefulness and perceived enjoyment, appeared to be significantly influencing the students’ continuance usage intention towards the gamified m-learning application as well as jointly explained 64.6% (R<sup>2</sup>) of the changes. The addition of variable perceived enjoyment provided an increment of 2.7% compared to the R<sup>2</sup> value of the original ECM model. Most importantly, the proposed extended ECM proved to be a reliable prediction model when the Q<sup>2</sup> values for continuance use intention and perceived usefulness displayed strong predictive accuracy, having 0.368 (Q<sup>2</sup>) for both variables, while satisfaction showed moderate strength with the value of 0.305 (Q<sup>2</sup>). Therefore, the predictive model is reliable to be used to investigate future usage and effective designs of gamified m-learning products among the technical and vocational education students in other Higher Education Institution (HEI).</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15120Employability Skills and Career Development Self-Efficacy as Indicators for Workforce Success 2023-10-02T20:43:29+08:00Muhd Khaizer OmarWan Munzareen Wan MuhamadNormala IsmailAnis ZakariaKhairunisa Mohd Kadir
<p>The development of graduates’ employability skills has become one of crucial agenda in today’s educational milieu. One if the strategies is my adding the soft skills components in teaching and learning delivery across curriculum. This agenda includes Technical and Vocational and Education and Training (TVET) academic program which now has become the forefront agenda to spearhead the local skilled workforce for the nation. The research employed a quantitative descriptive and cross-sectional study among vocational college students from diploma programs across field of studies to combat numerous issues related to graduates’ preparedness on entering workforce, particularly on lack of employability skills. The employability skills section of the instrument was adapted from Grant, Malloy, and Murphy (2009) and Sarigoz (2012). The CD-SEI (Career Development Self-Efficacy Inventory) was replicated from Yuen et al. (2005) as dependent variable. Findings related to employability skills were indicated at a moderate level. The self-efficacy for career development was moderately high. Students' self-efficacy for career development was not significantly influenced by the demographic variables of gender or academic success. Additionally, the results indicated that vocational college students have higher cognitive skills which significantly predicted the career development self-efficacy. The results of this study can be capitalized as guidelines to carry out a curriculum that is more industrially driven, contributing the exposure to industrial experiences as self-efficacy and employability skills values before venturing job market.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15123The Relationship Between Principals’ Leaderships Towards TVET Teachers’ Motivation in Implementing ICT2023-10-02T18:59:19+08:00Mohd Asraf M Mohd SirajAhmad Aizuddin Md. RamiRosmaria OmarNor Azni Abdul AzizMohd Ashraff Mohd Anuar
<p>The leadership role in a school organisation is crucial for long-term success, particularly in relation to teachers' motivation, especially in the implementation of ICT. School leaders possess the opportunity to employ diverse leadership styles that can influence teachers' motivation, specifically in integrating ICT into teaching and learning. Technical and vocational education is an area where ICT integration holds significant potential for productivity enhancement, given its pivotal role in developing students' college-ready skills. However, previous studies have shown uncertainties in the relationship between principals’ leadership styles and teachers' motivation in certain schools. Therefore, this study aims to examine the relationship between principals' leadership styles and TVET teachers' motivation in implementing ICT. A correlational study was conducted, employing survey methods, and utilizing the Principal Instructional Management Rating Scale (PIMRS) for instructional leadership styles and the Multifactor Leadership Questionnaire (MLQ) for transformational leadership styles. The instruments used to measure teachers' motivation were adapted from the instruments aligning with the TAM model. Data analysis included percentage, mean, standard deviation, frequency, regression, and Pearson's correlation analysis, with a significance level set at p = 0.05. The results revealed that TVET teachers' responses to the leadership styles of school principals in Malaysia are satisfactory. Furthermore, a significant correlation exists between the principal's leadership styles and TVET teachers’ motivation. In addition, regression analysis demonstrates that transformational dan instructional leaderships influence TVET teachers’ motivation in implementing ICT. These findings provide support for previous research indicating that the principal's leadership styles indeed influence teachers' motivation.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14364Investigating the Challenges Confronting Vocational Education in Botswana and Potential Remedies: An Empirical Study2023-12-27T15:58:35+08:00Mmolai Samuel OshimaMakambe UsheHondonga Jerald
<p>The importance of vocational education for improving national human capital cannot be underscored. Yet, its objective of improving the quality and quantity of human capital has yet to be fully achieved due to its shortcomings. The training system's significant challenges have yet to be determined and explored to develop appropriate interventions. This study examined the challenges bedevilling vocational education in Botswana, leading to its failure to execute its mandate fully. The paper followed a positivist paradigm whereby a survey design was adopted with the quantitative methodology used to collect data using a questionnaire administered to 61 respondents. Data was analysed using the Statistical Package for Social Sciences (SPSS), producing descriptive and inferential statistics. The study results revealed many challenges facing vocational education in Botswana, such as the lack of quality instructors and ineffective delivery, lack of finance leading to low-salaried teachers who are not motivated and lack of adequate infrastructure, among others. It is, therefore, imperative for policymakers to consider the findings of this study to develop more effective strategies for enhancing the delivery of vocational education in the country to avoid wastage of limited resources.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14947Implementation of APPGM-SDG Solutions Projects and Impact Evaluations in Malaysia's Central Region2023-10-01T12:43:48+08:00Nurul Hidayat Ab Rahman Adrian Lee Yuen BengTan Ran Han
<p>The Malaysian Parliament established the All-Party Parliamentary Group Malaysia on the Sustainable Development Goals (APPGM-SDG) in response to growing public awareness of Sustainable Development Goals 2030 (SDG, 2030). One of the purposes of this research is to examine the SDG implications of beneficiary solution projects as part of a bipartisan endeavour to improve the implementation of SDG targets in Malaysian parliamentary seats. In the Central Region, which encompasses the parliamentary seats of a few districts in Selangor, Kuala Lumpur, and Pahang, a team is entrusted with compiling a report to combine the impact evaluation of SDG efforts. From October to December 2022, the regional research examined the effects of psychology and these projects' knowledge, skills, networks, and systems on the beneficiaries of the solution projects via document analysis, focus group discussions, and site visits. The effectiveness of solution providers in managing and carrying out projects, the effect on the beneficiaries, the alignment and mapping of the impact evaluations of the solution providers with the SDG goals and APPGM-SDG modules, and the identification of challenges and suggested fixes are also covered in the paper. The research also presents the quantitative analysis performed by the evaluators using standardised questionnaires that gauge six (6) essential factors: Deep, Wide, Clear, High, SDG, and Gender. The main finding is that eradicating poverty is the aim of every solution projects. Most participants are unacquainted with the SDG, and COVID-19 has stifled most of the discourse. The research recommends combining online and offline approaches and adding employment possibilities to enhance communication between parties and give more significant opportunities for society after project execution.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15126Assessing The Impacts of Community-Based Technical Education and Training Projects in Northern Malaysia2023-10-01T13:44:46+08:00Syahirah SharifahSyamsul Fozy OsmanNorfarahin Amat@AdninNurul Rashidah Mohamed Roseli
<p>Leaving no one behind is the central transformative promise of the 2030 Agenda of Sustainable Development Goals (SDGs). In Malaysia, the formation of the All-Party Parliamentary Group Malaysia on the Sustainable Development Goals (APPGM-SDG) by the Malaysian Parliament has made it possible to localise this SDGs’ transformative agenda. Therefore, this paper attempts to discuss the effectiveness of programs conducted by solution providers in the Northern region in managing and conducting projects, the impact of the projects on the beneficiaries, the alignment and mapping of the impact evaluations of the solution providers with the SDG goals and APPGM-SDG modules, and identification of issues and recommended solutions to the projects in the Northern region. Twenty-three (23) APPGM-SDGs projects were implemented from 2021 to 2022, consisting of various programs, mainly entrepreneurship, environment, research and education. As a bipartisan initiative to localise SDG goals in Parliamentary constituencies in Malaysia, it is crucial to analyse the impact of its implementation. Hence, this study has conducted an impact evaluation analysis from October 2022 until January 2023 in seven (7) constituencies in Kedah, Penang and Perak. Using four (4) dimensions of impact analysis framework, which are psychology and knowledge, skills, network, and system of these projects on the beneficiaries to determine the effectiveness of each project. This study has collected data from document analysis, focus group discussion and site-visit to the twenty-three (23) projects in the Northern Region. The findings indicate the programmes were well-implemented and beneficiaries managed to learn new skills and strengthen their networks.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15119Enhancing Employability and Empowerment: Unveiling Factors within PERDA-TECH for Sustainable Development2023-09-29T19:01:07+08:00Siti Rozaini AhmadNurulhuda IsaAnnie LiawMuhammad Luqman NazariNor Paezah AbdullahMohd Husaini RaniAnizana AhmadAbd Qayyum Abd RahmanAnitawati Mohd Lokman
<p>In the contemporary landscape of education, fostering graduates' employability has emerged as a vital concern for educational institutions and policy makers, particularly within the framework of Sustainable Development Goal 4 (SDG4) and Sustainable Development Goal 8 (SDG8). This paper delves into the employability dynamics of graduates from the PERDA-TECH program, a Technical and Vocational Education and Training (TVET) initiative operating under the auspices of the Penang Regional Development Authority (PERDA). In the quest for a competitive edge within the workforce, TVET programs hold the promise of cultivating a skilled labor pool that aligns with the workforce demands, thus bolstering economic growth (SDG8). However, a comprehensive analysis of the graduate employability facets is indispensable to address the nuanced requirements of the job market. Existing studies have outlined seven pivotal employability skills, encompassing interpersonal skills, critical thinking, self-improvement, resourcefulness, ICT proficiency, fundamental aptitudes, and information literacy. Additionally, employers place premium emphasis on attributes such as social acumen, management proficiencies, creative thinking, problem-solving capabilities, and critical analysis. Aligned with these imperatives, the PERDA-TECH Malaysia Skills Training Programme seeks to equip graduates with competencies tailored to amplify their employability prospects. Nonetheless, the insights from the PERDA 2020 Outcome Assessment report reveal a gap in the comprehensive understanding of graduate feedback and employability determinants. This study endeavors to bridge this gap by methodically examining the factors influencing graduates' employability within the PERDA-TECH program. Employing a quantitative approach, the study encompassed survey responses from 226 graduates. The findings unveiled a noteworthy 71.3% (162 graduates) employed, 21.2% (48 graduates) pursuing further education, and 7.1% (16 graduates) currently unemployed. Encouragingly, a significant proportion of graduates secure employment within six months of graduation, substantiating the program's efficacy in catering to market needs (SDG8). The factors influencing employability were dissected into three categories: graduate attributes, learning outcomes, and market dynamics. This holistic analysis enhances the alignment of the program's objectives with SDG4's emphasis on quality education and SDG8's pursuit of decent work and economic growth. This study underscores the symbiotic relationship between relevant and skill-centered education, graduates' market readiness, and sustainable economic development. As a result, it contributes not only to the advancement of knowledge but also to the realization of SDG4 and SDG8, enlivening the overarching mission of fostering inclusive education and propelling economic progress.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/13974Evaluating The Philippine TVET Competency Assessment and Certification System Using SERVQUAL Model2023-10-01T10:34:02+08:00John Mark FranciscoNeri Jasmin
<p>The TVET program has been successful in providing highly skilled individuals to meet the demands of the labor market. However, it is important to evaluate the delivery of the program to ensure that it continues to meet these demands. This study focused on analyzing the delivery of the TVET competency assessment and certification system in Davao de Oro, Philippines. The study utilized a descriptive survey method and adopted the (Service Quality) SERVQUAL model to assess service quality. The results revealed that there is a gender gap distribution among male and female clients who availed of the process of competency assessment and certification system. The study also found that empathy obtained a negative gap score (-0.03) in the process. This negative score implies that empathy is as important as other dimensions of service quality. However, other dimensions of service quality have met the expectations of clients and obtained a positive score. Overall, respondents have perceived the implementation of the technical vocational education and training TVET competency assessment and certification system to be satisfactory. To improve the service quality, it is necessary to provide appropriate information about processing time and documentary requirements to all clients and equip personnel in handling clients proactively. Relationship-based management should also be improved to promote holistic technical vocational education and training (TVET) service quality, particularly in competency assessment and certification systems.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14875Exploring The Suitability Between GIATMARA and SBEZ’s Development Towards TVET Training2023-10-01T12:03:15+08:00Nor Syahidah IshakNor Suzylah SohaimiFikriyah AbdullahWan Shamsul Rezal Wan Saleh
<div>This study investigates and explore how community involvement and engagement through TVET at Special Boarder Economic Zone (SBEZ), Bukit Kayu Hitam through collaboration with one of the TVET educational providers namely GIATMARA. With the tertiary education and skill-based programmes, young community at SBEZ will have a better opportunity for employability and able to meet the demand from industry. This study employs a qualitative method with the information on the course offered by GIATMARA, the demand skills and from SBEZ development and the readiness of the community towards TVET skills around that area. The depth and breadth of the data collected through semi-structure interview with Northern Gateway, GIATMARA and SBEZ community. Building on the analysis, thematic analyses were then undertaken on the data from interviews. In particular, to ensure the successful of SBEZ, the surrounding community needs to be equipped with TVET skills especially related to logistic nd supply chain industry. Further, there are nine are of services of logistic and supply chain that are expected to be fulfilled for upcoming demand in SBEZ. It is hope that all TVET institutions including GIATMARA have to ensure that their curriculums are in line with the needs of the industry.</div>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14941Localizing SDG in Eastern Region Malaysia: Key Challenges of Project Impact Evaluation 2023-10-01T13:15:46+08:00Fadilah PutehWan Puspa Melati Wan Abdul Halim
<p>The Solution Provider Project for the community throughout Peninsular Malaysia, Sabah, and Sarawak is one of the remarkable flagship programs of The All-Party Parliamentary Group Malaysia – Sustainable Development Goals by Civil Society Organization Alliance (APPGM-SDG CSO). With the clear aim to promote Sustainable Development Goals (SDGs) in Malaysia, several projects for 2022 have been implemented throughout the country including 10 solution projects in the Eastern Region, particularly in Kelantan. The solution project implementors were given financial assistance to run skill-based training and community-based projects for community development, empowerment, and an industry-ready talent pool. This paper intends to discuss the key challenges and project impact evaluation carried out on behalf of APPGM-SDG. The methodology employed was a mixed method – embedded design approach to assess the project impact evaluation. Both qualitative and quantitative approaches were used to evaluate the impact of the project. Data was gathered from proposal and project monitoring documents, focus group discussions (FGD), and site visits. Findings from solution providers, project beneficiaries, and evaluators' observations were then combined and triangulated to provide a more in-depth understanding of the impact of the solution projects. There were several key challenges found in the solutions projects from the perspectives of solution providers, project beneficiaries, and project evaluators in the Eastern region discussed in this paper. This paper also highlights several recommendations to overcome those challenges via a clear communication plan between solution providers, APPGM representatives, and impact evaluators to facilitate and strengthen the impact evaluation process. The challenges discussed in this paper are hoped to better inform project implementors and policymakers in their decision-making, program design, and policy papers, particularly in the areas of economic, social, and environmental with a clear target SDG deliverables and target group.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/15020Impact of Community Engagement on Sustainable Development Goals (SDGs): The Global Goals to Local Implementation2023-10-01T13:07:40+08:00Kahirol Mohd SallehNor Lisa SulaimanSaifullizam PutehMaisarah Auni Jamaludin
<p style="text-align: justify; text-justify: inter-ideograph;">The All-Party Parliamentary Group Malaysia - Sustainable Development Goals (APPGM-SDG) is a bipartisan initiative under the Parliament of Malaysia to implement and promote Sustainable Development Goals (SDGs) in Malaysia. The SDGs projects in Malaysia were held through Non-Governmental Organization or the Civil Society Organization alliance with the purpose of raising awareness about the SDGs as well as providing capacity building projects that can give greater impacts on social, economy and wellbeing among Malaysian citizens. The main objective of SDGs projects is to analyse the impacts on SDGs in relations to targets and indicators from solutions providers. The Mixed Methods methodology were used in this project by integrating qualitative and quantitative analysis to discover solution providers expertise in delivering capacity building trainings and beneficiaries outcomes in terms of personal, skills, network, system, SDGs projects and gender constructs. The selected locations within Johor Parliamentary Constituency covered eight SDGs projects associated with community engagement context especially in Technical and Vocational Education and Training (TVET). In addition, the effectiveness of the SDGs projects was measured based on project planning, feasibility and implementation, the main parameters that influence the performance and quality of the SDGs projects by the solution providers. The findings showed the most substantial constructs that influence the greater impact of the SDGs projects to the beneficiaries were personal and technical skills. The lessons to be drawn from the experiences of the selected projects, among others are how effective the SDGs project can helped improve the household income, increased community engagement, and enhanced general well-being in overall.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14991Looking Through the Gender Lens: Women in Sabah Under APPGM-SDG Solution Projects2023-10-01T12:55:11+08:00Muhammad Rahimi HasanMuhamad Azwan Abd RahmanEko Prayitno Joko
<p>In Sabah, five solution projects under the auspices of All-Party Parliamentary Group Malaysia on Sustainable Development Goals (APPGM-SDG) were related to the ‘Goal 5 Achieve gender equality and empower all women and girls. One of the main aspects evaluated towards solution providers and beneficiaries is ‘gender dimension’. Hence, this article underlines three research objectives. Firstly, to identify gender-driven issues faced by the women in their community. Secondly, to demonstrate the strategies executed by solution providers in collaboration with beneficiaries’ groups. Thirdly, to analyze the impacts of the solution projects by utilizing four aspects: (i) deep (personal), (ii) clear (skills), (iii) wide (network), and (iv) high (system) as a measuring tool. In terms of research methodology, this study utilizes qualitative approach in data collection and analysis comprised of (i) observation, (ii) focus group discussion (FGD), and (iii) document analysis. Based on the analysis, three main findings were obtained in line with the objectives of this study. Firstly, main issues were based on local community experiences in education, household economy and health. Despite that, most of the issues require a national and global solution framework for the betterment of their community. Secondly, good synergy between solution providers (expertise and networks) and beneficiaries’ groups (local wisdom and motivation) is ‘the key to successes for solution projects. Thirdly, assessment on four aspects of this study shows the beneficiaries groups have been empowered through knowledge, skills, and networks. The most significant findings are that the beneficiaries’ groups established a system—as a registered and licensed groups on their own and as a part of the larger groups to ensure their sustainability—thus, ensuring ‘leave no woman behind’.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14976The Impact of Localising Sustainable Development Goals (SDG) in Selected Sabah Parliamentary Constituencies Through Service-Learning Concept2023-09-29T19:14:46+08:00Muhamad Azwan Abd RahmanEko Prayitno JokoMuhammad Rahimi HasanNik Hasif
<p>This article presents the impact evaluation of the Solution Providers Project, a flagship program of The All-Party Parliamentary Group Malaysia – Sustainable Development Goals (APPGM-SDG) on Civil Society Organization (CSO) Alliance, aimed at reducing inequalities in selected constituencies in Sabah, Malaysia. Focusing on Sustainable Development Goals (SDGs) through the lens of impact evaluator, this study adopts a service-learning conceptual framework and a mix-method research design, combining qualitative approaches (evaluator observation, focus group discussions) with numerical assessments on 15 selected constituencies. Findings reveal that while solution providers express over-optimism about reported projects, beneficiaries encounter diverse challenges in experiencing the intended impact. Data from focus group discussions highlights both success stories and obstacles, showcasing skill acquisition through hands-on experiences. However, beneficiaries’ understanding on SDGs is still at a mediocre level, despite emphasis during planning and execution. Overall, the findings from this impact evaluation can be instrumental in informing decision-making, improving program design, and shedding light on specific policy areas, particularly in reducing multidimensional inequality such as income, consumption inequality and the quality of digital education in the Sabah region.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14278Desire or Routine? Evaluating Their Influence on Computer-Aided Design Learning Achievement2023-12-27T15:58:40+08:00Muhammad IndraPardjonoDwi RahdiyantaSudji MunadiSyarifuddinTika WidariYahadi Rasyid Albaqi
<p>Technological progress can be felt in various sectors, including vocational schools. One of these technological advances is computer-aided design (CAD). Many articles discuss the desire to learn and the learning routine influencing learning achievement. However, only some discuss how significant the influence is and what factors affect the results of this contribution to learning achievement in CAD theory and practice. This article explores in depth the direct and indirect influence between the variables of desire to learn and learning routine on learning achievement in CAD theory and practice of vocational school students majoring in mechanical engineering, analysing their influence and what factors influence the findings. Ex-post facto research was conducted involving 339 participants. Data was collected through questionnaires, multiple-choice tests (primary data), and structured interviews (cross-check). Path analysis tests the direct and indirect effects of several variables. The findings show that the proposed model can directly influence CAD learning achievement in theory and practice with significant value, and its contribution is in the weak category. Indirectly, the desire to learn variable cannot mediate the CAD practice learning achievement variable through CAD theory learning achievement. Still, on the contrary, the learning routine variable can reconcile the CAD practice learning achievement variable through the CAD theory learning achievement variable as an intervening variable. Several factors that influence this include unexplained absences, exclusion at school, inappropriate learning methods, psychological, economic, health, family, environmental, and social.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/11909The Effect of Rational Emotive Behaviour Therapy on Work-irrational Beliefs Among Electrical and Electronic Educators in Nigeria2023-12-27T15:58:43+08:00Nungse Nuhu IliyaTheresa Chinyere OgbuanyaChinedu O. I. Okeke
<p> This study delved into a critical concern in academic and professional settings: the impact of irrational work-related beliefs among individuals within the Electrical/Electronic Technology Education domain in Nigeria. The prevalence of detrimental work-related beliefs and their potential adverse effects on performance, mental health, and overall well-being necessitated an investigation into effective therapeutic interventions to mitigate these beliefs. The research adopted a quasi-experimental design spanning eight weeks and involving 16 sessions to examine the effects of Rational Emotive Behavioural Therapy (REBT) on these work-related irrational beliefs. The study encompassed a cohort of 330 participants, comprising Electrical/Electronic Technology Education technologists and instructors within Nigerian universities. To ensure a robust study design, the participants were randomly allocated to the REBT group (165 participants) or the control group (165 participants). The study uncovered notable findings using an intervention package and structured psycho-educational strategies for data collection. The analysis revealed a significant mean difference between the experimental (REBT) group and the control group, demonstrating the efficacy of REBT in significantly reducing work-related belief scores among Electrical and Electronic Technologists compared to those not exposed to the therapy. Furthermore, the study explored potential variations based on gender in response to the treatment, finding that the interaction effect of therapies and gender was not statistically significant. This suggests that the benefits of REBT in alleviating work-related irrational beliefs were consistent across genders. These findings underscore the potential of REBT as an effective intervention to address work-related irrational beliefs. The study recommends the integration of REBT into the academic curriculum, emphasising its value in mitigating detrimental work-related beliefs among educational staff and students in the field of Electrical/Electronic Technology Education.</p>
2023-12-27T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Traininghttps://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/14497Resonant Leadership: A Catalyst for Job Empowerment Among Palestine Technical University Kadoorie Employees2023-10-01T11:32:23+08:00Asem Obied
<p>The study aimed to identify the role of resonant leadership in promoting job empowerment among the employees of Palestine Technical University Kadoorie, with different variables: educational qualification, gender, staff, and experiences. The researcher designed a questionnaire addressed to employees consisting of 32 items distributed on four domains: resonant leadership (mindfulness, hope, empathy) and (career empowerment). The study used descriptive method. The sample consisted of 73 employees from PTUK, Ramallah branch, who were chosen randomly. The results showed that the employees' responses were moderately on all domains. The results showed that there are no differences in the employees' point of view according to the educational qualification variable in all domains, and there are differences in the employees' opinions according to the gender variable in the domains of mindfulness, hope, and job empowerment in favor of male. The existence of differences in the opinions of employees, according to the variable of staff, in the domain of hope, empathy, and job empowerment in favour of academic employees. There are differences in the opinions of employees according to their experiences in the domains of (mindfulness and hope (in favour of employees with mindfulness (less than 5 years). The results also showed that there is a statistically significant positive correlation between resonant leadership and job empowerment. The study suggests that senior leaders and employees at PTUK should prioritize the use of resonant leadership to achieve job empowerment. It suggests ways to implement this approach among senior leaders and employees, which can benefit organizations seeking to enhance employee empowerment through effective leadership practices.</p>
2023-09-29T00:00:00+08:00Copyright (c) 2023 Journal of Technical Education and Training