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1 – 2 of 2Chibueze Tobias Orji and Nuri Herachwati
To avoid indecisiveness and a lack of direction in making a successful career transition, it may be necessary to modify the career transition process through career mentorship…
Abstract
Purpose
To avoid indecisiveness and a lack of direction in making a successful career transition, it may be necessary to modify the career transition process through career mentorship (CM). The study aims to investigate career adaptability as pathways through which CM is related to trainees’ career transition.
Design/methodology/approach
A three times cross-sectional data were collected from 480 national industrial skills development program (NISDP) trainees among five industrial training fund (ITF) trainees in Southeastern Nigeria.
Findings
The analysis revealed that CM positively associated with the trainees’ career transition behaviors. CM is also positively associated with the trainees’ career adaptability. Also, career adaptability is positively associated with trainees’ career transition behaviors. Likewise, career adaptability mediated the link between CM and career transition behaviors.
Originality/value
Conducting the study in a previously neglected context extended our understanding of the indirect relationship between CM and trainees’ career transition behavior.
Details
Keywords
Ifeanyi Benedict Ohanu, Lilian Ogechi Nwandu, Ashagwu Ojang Okadi, Chibueze Tobias Orji, Toochukwu Eleazar Ejiofor, Chiamaka Adaobi Chukwuone, Nnenna Ekpereka Ibezim and Emmanuel Chukwugozie Osinem
The purpose of this study is to explore the key technology-enhanced learning (TEL) tools vocational and technical education (VTE) teachers should learn to promote sustainable…
Abstract
Purpose
The purpose of this study is to explore the key technology-enhanced learning (TEL) tools vocational and technical education (VTE) teachers should learn to promote sustainable skills acquisition and graduate employability, the experiences of VTE teachers about TEL tools and the extent of the relationship between years of teaching experience and the experiences of VTE teachers about TEL tools.
Design/methodology/approach
The sample for the study is 318 teachers from 6 tertiary institutions that offer the majority of VTE programs in Nigeria. The instrument for data collection was developed by the researchers and was validated by five experts. The overall reliability index of the instrument is 0.81.
Findings
The study found that in order to use TEL tools, VTE teachers must learn effective instructional delivery and found the experiences of VTE teachers with TEL tools as well as the relationship between teachers' years of experience and experiences of VTE teachers about TEL tools. Also, the study found that access to TEL tools mediates the relationship between VTE teachers' utilization of TEL tools and their performance in utilization of TEL tools.
Originality/value
VTE teachers need to learn how to use TEL tools for effective online instructional delivery during and post-emergency situations.
Details