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

Abstract

Background. Children and adolescents currently spend a great deal of time at school and teachers are viewed as a source of social support in diferent 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. Te sample comprised 3,028 participants aged 18–26. Result. Students perceived the support of their teachers quite positively, with the diference between boys and girls not being statistically signifcant. Te satisfaction of the student with the feld of study, academic performance, and satisfaction with the academic success rate predict the perception of teacher support. Te 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 signifcant predictor. Conclusion. Both key concepts, teacher support and career adaptability, have the potential to attract the attention of psychologists working in the educational system.

Keywords

• teacher support
• career adaptability
• adolescents
• vocational schools
• school psychology