Obstacles to Using Practical Applications Facing Home Economics Teachers

Abstract

Vocational education programs and especially home economics education are important because they enable the practical use of the education received for daily living and future practical jobs. However, home economics teachers indeed need practical applications to be implemented in their curriculum frequently. These problems may include a lack of resources, poor training, and his or her own weak supervision in educational institutions. Ramping up efforts to overcome these barriers is important to ensuring the adequate provision of vocational education and the development of well-rounded individuals who would be able to contribute to society. Aim. This study aimed to investigate the obstacles to practical applications in education facing home economics teachers in the secondary stage in Jordan. Method. A questionnaire including (33) items was used to collect data. A descriptive-analytical method was used to analyze the data. The study sample consisted of (25) secondary school home economics teachers who teach in the Amman Education Directorate (2022/2023). Results. The study results indicated barriers to the utilization of practical applications for vocational sciences educators, with a range of (2.84-3.42). They also demonstrated no statistically significant differences (α = 0.05) in the participants' judgements on impediments to adopting practical applications related to the "home economics branch" category. Statistically significant variations (α = 0.05) were observed in participants' ratings of difficulties based on the "years of experience" variable, favoring teachers with less than five years of experience. In response to these findings, the study advised the Jordanian Ministry of Education to conduct training courses for home economics educators, as well as workshops and instructional sessions on workshop management. Scientific Novelty. The scientific originality of this study is the fact that the scientific research emphasizes the specific context of Jordanian home economics teachers and the specific contradictions of them in implementing practical applications in their curriculum. By focusing on the challenges these teachers encounter in the secondary phase in Jordan, the paper identifies the opportunities to foster the vocational education quality improvement in the region. In addition, the results of the survey on the effects of the number of years the teacher has spent in jobs concerning teaching, and of the effects of the study branch on ware, suggest that there are crossroads in drawing educational policies and projects of professional development that fit the Jordan educators' requirements. Practical Significance. The relevance of the study is a contribution to permissible educational policies and practices in Jordan, where they could understand the barriers to teaching home economics. These findings can be used to guide specific intervention strategies, such as allocating resources, providing specific training, and increasing institutional support. Moreover, the findings of the study can help a professional development program, which can be designed as per the requirements of teachers, to enhance the quality of vocational education and effective human resource development in the nation for better social and economic development of the country.