Year: 2025
Type: article
Abstract: The purpose of the research is to identify the principal competencies needed in vocational and technical secondary education institutions and to provide a competency framework for their development. In the first step, documents sent to schools via the document management system, internal correspondence, current legislation, and published scientific works, including books, articles, and theses on the subject, were examined using document collection techniques and document review, a method used in job analysis. Data were content analyzed using the NVIVO 11 qualitative research package. In the next step, data were collected through interviews using a structured and semi-structured interview form. The study group consisted of school principals working in 10 different official vocational and technical secondary schools affiliated with the Ministry of National Education in the five central districts of Antalya province: Muratpaşa, Kepez, Döşemealtı, Konyaaltı, and Aksu, during the 2019-2020 academic year. The data were analyzed descriptively and content-wise using the NVIVO 11 qualitative research package. The competencies identified as a result of the analyses were grouped into four interrelated and complementary core competency areas: "humanistic," "conceptual," "technical," and "technological." In the final phase of the study, the data obtained in the first and second phases were evaluated to determine a competency framework, learning objectives, and anticipated behaviors. It was concluded that the identified competency areas overlap with previous studies, but that no comprehensive research exists on the competency areas required for vocational and technical education administration. The identified competency areas are believed to be useful in areas such as accurately and objectively evaluating principal performance, determining and developing training content, updating in-service training programs, and establishing performance criteria. They are intended to serve as a resource for identifying administrators' development needs and serve as a guide for policymakers.
Authors: Engür, Arzu, Sabancı, Ali
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7124460697