Framework of Vocational School and College Teacher Activities: Motivational Factors, Professional Roles and Application of Educational Techniques in Correlation with Personality Traits

Abstract

The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition.Therefore, it is presumed that the quality of the vocational education is determined by the variable personal qualities of the teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the link between the personality traits of the college and vocational teachers and the components of educational content. The research aims at identifying the relationship between the motives of the vocational school and college teacher activities, educational techniques they use , professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables.The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the relationship between the professional identity of the teachers, meaningfulness in pedagogical work, motivation and educational content.The research results revealed that a social, external, intrinsic and identified regulation motivation in vocational schools and colleges vary considerably; in colleges social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors, which are related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, occur.The role of the vocational school and college teachers in the didactic process also varies: college lecturers identify themselves in the position of the teacher-andragogue whereas the vocational school teachers see their role as a professional (expert).[...]