Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables

Název česky Vnímání učitelské podpory studenty středních odborných škol a její vztah ke kariérové adaptabilitě
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LAZAROVÁ Bohumíra HLAĎO Petr HLOUŠKOVÁ Lenka

Rok publikování 2019
Druh Článek v odborném periodiku
Časopis / Zdroj Psychology in Russia
Fakulta / Pracoviště MU

Filozofická fakulta

Citace
www http://psychologyinrussia.com/volumes/?section=799
Klíčová slova teacher support; career adaptability; adolescents; vocational schools; school psychology
Přiložené soubory
Popis Background. Children and adolescents currently spend a great deal of time at school and teachers are viewed as a source of social support in different areas of their personal development, such as their career adaptability. Objective. To provide insight into the way students in secondary vocational education perceive teacher support and to explore the association between perceived teacher support, career adaptability, and other demographic and academic variables. Design. A questionnaire battery with two main tools, the Teacher Support Scale and the Career Adapt-Abilities Scale, was the data collection method. Subjects were students in the last year of full-time study at public secondary vocational schools and vocational upper-secondary schools. The sample comprised 3,028 participants aged 18–26. Result. Students perceived the support of their teachers quite positively, with the difference between boys and girls not being statistically significant. The satisfaction of the student with the field of study, academic performance, and satisfaction with the academic success rate predict the perception of teacher support. The level of perceived teacher support positively correlates with students’ overall career adaptability, as well as with all the dimensions of career adaptability, and is also a significant predictor. Conclusion. Both key concepts, teacher support and career adaptability, have the potential to attract the attention of psychologists working in the educational system.
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