Journal of Education and Vocational Research

1-17

Authors: Martha Mumbi Simwanza, Olawumi D. Awolusi

The fast growing level of competitiveness and fundamental amendments in the world of business especially in the banking sector nowadays are pushing banks to implement a customer-based strategy in explaining its performance. Consequently, this study seeks to develop and empirically test customer experience monitory and evaluation and also to study the influences of service quality, customer satisfaction, and customer loyalty in the Zambian banking industry. A survey was conducted with banking customers on many validated questions, based on which we got 107 valid responses. The data was processed to produce the valuable results and Quantitative Data Analysis (QDA), via simple regression analysis and ANOVA. The findings and analysis of data shows that quality of service provided and customer satisfaction are important when monitoring the experience of customers based on the effects of quality of service and customer loyalty and their returns thereafter. Based on the data analyzed, the study concluded that customer experience has positive impact on customer loyalty and banks must ensure that their customer walk out with good experience by monitoring this periodically to adapt or adjust to current trends. The study also observed a significant relationship between customer satisfaction and customer loyalty. The theoretical and managerial implications of the study confirmed the theoretical framework. Consequently, the following recommendations were contrived: staffs of financial institutions should create a friendly environment with their customers. The Bank’s environment should be conducive, attractive, decent and enabling enough to psychologically assure their customer of the best of service. Also, there should be a routine high quality of service delivered to customers and their views sorted routinely. This may help boost and also add to the value of experience of customers, thus their total satisfaction on the Bank’s service.

31-40

Authors: Jane Itohan Oviawe, Agnes Omokhekpe Anetekhai

Technical Vocational education and Training (TVET) has been accepted the world over as a vital tool for achieving sustainable development and global competitiveness. However, TVET in Nigeria are faced with enormous issues such as inadequate funding, inadequate human resources, poor infrastructural facilities, among others which are militating against TVET as a means of achieving sustainable development and global competitiveness. Towards addressing these issues, there is need to embrace global partnership for quality TVET. Hence, this paper examines the concept of TVET, the teaching structure of TVET under the Nigerian Education system with a view to reinventing appropriate strategies for development and implementation of an effective curriculum that will bring about qualified and well trained professionals of for sustainable national development and global competitiveness.

47-64

Authors: Meladi, O. Makgati, Olawumi D. Awolusi

Despite the recent emphasis on the quality of education for all in South Africa, the department of education still faces major challenges that hinder the progress of implementing quality education, especially in rural areas. Consequently, this study followed an action qualitative method. The overall purpose of the study was to determine the influence of ICT integration in on the quality of teaching and learning in the classroom and to further examine the benefits of using ICT to enhance personal growth, individual performance, critical thinking skills reading and writing skills. The research questions were semi-structured and open-ended. The researcher interviewed nine (9) learners and seven (7) teachers in a two-session focus group, the first session involved only teachers and the last session had only grade, 12 learners. The themes of the sessions were documented separately; however, the relationship between the themes was identified. The study also performed an observation in the classroom to access situations that would have been almost impossible to identify in an interview or a questionnaire. Results showed that a lot still needs to be done by the government to initiate the process of integrating ICT in education or empower teachers with ICT skill and to do away with the traditional teaching method. The study, however, concluded on the positive influence of ICT integration on teaching and learning practices in the classroom for both teachers and learners. Consequently, the study recommends the following: government must provide training and incentives to encourage personal development in teachers and for young graduates to value teaching; policies about lost equipment must be drafted and understood by all parties; deployments of technology innovation, as well, as the imperatives of following the recommendation of UNESCO’s four stages of ICT integration.

1-8

Authors: Fawad Hussain, Amir Saif

The educational system in any country plays a vital role for the development and achieving infrastructural goals. Pakistan since last few decades is facing critical economic and developmental challenges. The nature of work conditions in public and private organizations are getting more intensified and employees are facing critical time in term of workload, job security and satisfaction issues. This study is aiming to investigate the relationship between job security and workload factors influencing teacher’s job satisfaction. This paper has use SMART-PLS-SEM to examine the data using quantitative research techniques. The study was conducted among 266 teachers. The teachers’ job satisfaction was determined by two separate measures namely the teacher’s job security and workload influencing teacher’s job satisfaction. This study was trigged as teachers in higher education institutions were facing challenges regarding their job security and workload. The outcome exposed that there is an important relationship among teachers job security, workload, and teacher job satisfaction. The effects of these factors call further research. There is prerequisite to carry out a similar but comparative study in rural settings. In addition, it is very important to comprehend the significance of teachers’ job satisfaction where the industry is so uncertain. There is a need to address job satisfaction and workload stress with appropriate assessment such as rating system and teachers’ satisfaction index evaluation according to the tasks and work pressure allocated to each and every teacher. This reach adds value to knowledge by making universities, institutes and colleges administration to know the causes of teachers’ uncomfortable zone regarding their job security and workload. Conversely, it is also important for the administration in these institutes to well understand the needs and demands of their teachers and what factors will contribute to their satisfaction.

12-14

Authors: Hujair Faizan, Siti Masitoh, Bachtiar S. Bachri

After natural disasters, such as earthquakes, the community and schools’ conditions were uncontrolled and unconducive. Students could not carry out the learning process as before. Anxiety and fear came to students when in school. This study explained about the implementation of problem based learning on students at a shelter school after earthquake and the effect towards their learning outcomes. This study aimed to know the effect of problem-based learning on students’ learning outcomes after an earthquake happened. Problem based learning brought students closer to the problematic context. This research compared the effect of problem based learning as well as the conventional teaching on 2 different groups from different emergency schools. The total number of the subject research was 120 students. The results of the study showed a positive influence on students’ learning outcomes. In the learning process of problem based learning, students were brought closer to real problems in their environment and fostered a sense of confidence.

22-29

Authors: Patricia Muvirimi

This qualitative study examined the competency of in-service teachers in inclusive education in Zimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from one state university participated in the study. Semi structured interviews were used to collect data. Thematic analysis was used to analyse data. The study established that for most of the teachers, the in service training fairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study that most teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring and interaction groups were common methods of teaching. It was also reported that lack of resources and lack of support from other teachers were major challenges impeding teachers from meeting the needs of the learners in inclusive setting. The study further revealed that extensive training on use of individual educational program is needed during training. The study recommends that teachers be evaluated on all relevant competences during teaching practice which could enhance the professional development of in-service teachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tune the teachers skills in teaching in an inclusive classes.