The Level of Learning Competencies of Vocational Education Teachers in Basic Stage in Irbid Environs from Point View of Schools Principals

The study aimed to identify the level of educational competencies of vocational education teachers in basic stage in Irbid Environs from the point view of schools principals of (planning and evaluation of teaching, classroom management, and human relationships), in the light of gender, and educational qualification, the study followed the descriptive analytical approach, The researcher prepared a questionnaire consisting of (24) item distributed in the four fields, study sample consisted of all the principals of who numbered (80) principals. The results of study showed that the level of competencies of vocational educational teachers in basic stage from the point of view of school principals is generally at medium average level, with an average (3.65), the adequacy of classroom management came first, with an average of (3.73) and with a high degree of evaluation. In the second place human relations with average of (3.70), and with a high degree of evaluation, in the third place planning for teaching with an average of (3.64), at medium average of evaluation, and in the fourth place teaching evaluation, with an average (3.58), and at medium average. There are statistically significant differences in the level of educational competencies of vocational education teachers in the basic stage from the point of view of principal's duo to the gender variable, and for the benefit of females, and there isn't statistically significant differences duo to the educational qualification. The study recommended the necessity of developing the different educational competencies of the teachers of vocational education, especially those related to evaluation, curriculum development, use of technology in education, and conducting future studies dealing with educational competencies and their relationship to other variables. Keywords: Educational Competencies, Basic stage, Vocational educational teachers. School principals DOI: 10.7176/JEP/11-24-14 Publication date:August 31st 202

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that  incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration