Journal of Education and Vocational Research <p><strong>Journal of Education and Vocational Research</strong> is an open access journal publishes (ISSN 2221-2590) original unpublished quality research work. A scholarly peer-reviewed journal deals with the disciplines of education and vocational research. JEVR publishes research work of considerable interest that contributes to theoretical bases of contemporary developments in the field of education and vocational training. JEVR is a&nbsp;semiannual publication journal.</p> <p><img src="/public/site/images/admin/cc_by.png"></p> <p>This work is licensed under a&nbsp;<a title="Creative Commons Attribution International License" href="" target="_blank" rel="license noopener">Creative Commons Attribution 4.0 International License</a></p> AMH International en-US Journal of Education and Vocational Research 2221-2590 <p>Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of a revised paper, the editorial team edits and formats manuscripts to bring uniformity and standardization in published material.</p> <p>This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work.&nbsp;Moreover, as per journal policy&nbsp;author (s) hold and retain copyrights without any restrictions.</p> Teacher’s Job Security and Workload Factors Affecting Job Satisfaction of Teachers in Multan (Southern Punjab)–Pakistan <p><span class="fontstyle0">The educational system in any country plays a vital role for the development and achieving<br>infrastructural goals. Pakistan since last few decades is facing critical economic and developmental<br>challenges. The nature of work conditions in public and private organizations are getting more intensified<br>and employees are facing critical time in term of workload, job security and satisfaction issues. This study<br>is aiming to investigate the relationship between job security and workload factors influencing teacher’s<br>job satisfaction. This paper has use SMART-PLS-SEM to examine the data using quantitative research<br>techniques. The study was conducted among 266 teachers. The teachers’ job satisfaction was determined<br>by two separate measures namely the teacher’s job security and workload influencing teacher’s job<br>satisfaction. This study was trigged as teachers in higher education institutions were facing challenges<br>regarding their job security and workload. The outcome exposed that there is an important relationship<br>among teachers job security, workload, and teacher job satisfaction. The effects of these factors call<br>further research. There is prerequisite to carry out a similar but comparative study in rural settings. In<br>addition, it is very important to comprehend the significance of teachers’ job satisfaction where the<br>industry is so uncertain. There is a need to address job satisfaction and workload stress with appropriate<br>assessment such as rating system and teachers’ satisfaction index evaluation according to the tasks and<br>work pressure allocated to each and every teacher. This reach adds value to knowledge by making<br>universities, institutes and colleges administration to know the causes of teachers’ uncomfortable zone<br>regarding their job security and workload. Conversely, it is also important for the administration in these<br>institutes to well understand the needs and demands of their teachers and what factors will contribute to<br>their satisfaction.</span> </p> Fawad Hussain Amir Saif Copyright (c) 2019 Fawad Hussain, Amir Saif 2019-12-09 2019-12-09 10 1(V) 1 8 10.22610/jevr.v10i1(V).2957 Cognitive Apprenticeship Improves Self Efficacy At Aviation Polytechnic Of Surabaya <p><span class="fontstyle0">Internships are a method of connecting learning in schools with actual work powered by experts in<br>the field of work. Self-efficacy skills are very necessary in the world of work. Self efficacy is, a person's belief<br>in carried out their duties. The research purpose determined the effect of cognitive apprenticeship on<br>students self efficacy in Flight Polytechnics. The research method used ANOVA with the experimental and<br>control groups, with 140 research subjects. The results showed the influence of cognitive apprenticeship on<br>self efficacy. Self-efficacy ability is needed in the world of work, because it relates to one's success in doing<br>work. Vocational education aims to prepare a skilled workforce. Internships are a means to bring students<br>closer to the world of work. Soft skills in vocational education must be developed. The apprentice is able to<br>bring the development of soft skills to students. Workers with self-efficacy skills are needed in the industrial<br>era.</span> </p> Setiyo Yatim Riyanto Luthfiyah Nurlaela Copyright (c) 2019 Setiyo, Yatim Riyanto, Luthfiyah Nurlaela 2019-12-09 2019-12-09 10 1(V) 9 11 10.22610/jevr.v10i1(V).2958 The Effect of Implementing Problem Based Learning on the Result of Students’ Learning at School <p><span class="fontstyle0">After natural disasters, such as earthquakes, the community and schools’ conditions were<br>uncontrolled and unconducive. Students could not carry out the learning process as before. Anxiety and fear<br>came to students when in school. This study explained about the implementation of problem based learning<br>on students at a shelter school after earthquake and the effect towards their learning outcomes. This study<br>aimed to know the effect of problem-based learning on students’ learning outcomes after an earthquake<br>happened. Problem based learning brought students closer to the problematic context. This research<br>compared the effect of problem based learning as well as the conventional teaching on 2different groups from<br>different emergency schools. The total number of the subject research was 120 students. The results of the<br>study showed a positive influence on students’ learning outcomes. In the learning process of problem based<br>learning, students were brought closer to real problems in their environment and fostered a sense of<br>confidence.</span> </p> Hujair Faizan Siti Masitoh Bachtiar S. Bachri Copyright (c) 2019 Hujair Faizan, Siti Masitoh, Bachtiar S. Bachri 2019-12-09 2019-12-09 10 1(V) 12 14 10.22610/jevr.v10i1(V).2959 School Plant Facility and Maintenance: A Necessity Effective Teaching and Learning in Technical Vocational Education and Training <p><span class="fontstyle0">Since Technical Vocational Education and Training (TVET) is all about skill acquisition in order to<br>prepare learners to fit into the world of work and become self- reliant, the curriculum for such training has to<br>involve the use of adequate provision of necessary fa c il ities c all ed s chool plant in order to ac hieve<br>effective teaching and learning. The purpose of this paper is to affirm the need for adequate facilities in a<br>Technical and Vocational Institution, and the necessity to have a good maintenance structure in place in<br>order to achieve the desired objectives and enhance the life span of the facilities. This paper also looked a<br>tissue of challenges facing the maintenance of these facilities in Technical and Vocational Educational<br>institutions in Nigeria. Conclusions were made looking at suggestions in order to achieve adequacy in the<br>provisions of facilities such as machines, workshops, equipment and tools in Technical and Vocational schools<br>which can effectively enhance teaching and learning and by extension provide economic growth in any<br>nation.</span> </p> Jane Itohan Oviawe David OMOH Uwameiye Copyright (c) 2019 Jane Itohan Oviawe, David OMOH, Uwameiye 2019-12-09 2019-12-09 10 1(V) 15 21 10.22610/jevr.v10i1(V).2960 Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education <p><span class="fontstyle0">This qualitative study examined the competency of in-service teachers in inclusive education in<br>Zimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from one<br>state university participated in the study. Semi structured interviews were used to collect data. Thematic<br>analysis was used to analyse data. The study established that for most of the teachers, the in service training<br>fairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study that<br>most teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring and<br>interaction groups were common methods of teaching. It was also reported that lack of resources and lack of<br>support from other teachers were major challenges impeding teachers from meeting the needs of the learners<br>in inclusive setting. The study further revealed that extensive training on use of individual educational<br>program is needed during training. The study recommends that teachers be evaluated on all relevant<br>competences during teaching practise which could enhance the professional development of in-service<br>teachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tune<br>the teachers skills in teaching in an inclusive classes.</span> </p> Patricia Muvirimi Copyright (c) 2019 Patricia Muvirimi 2019-12-09 2019-12-09 10 1(V) 22 29 10.22610/jevr.v10i1(V).2961