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All Journal International Journal of Evaluation and Research in Education (IJERE) INVOTEC
Awodiji, Omotayo Adewale
Unknown Affiliation
Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Energy

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Nexus between soft skills and technical vocational education and training graduate employability Awodiji, Omotayo Adewale; Magogodi, Coleen
INVOTEC Vol 19, No 1 (2023)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v19i1.56340

Abstract

Soft skills are increasingly seen as being crucial for the modern workforce due to the rapid and pervasive digitalisation that has transformed the nature of employment. To work with new technologies and stay up with the rapid changes in technology, graduates require employability skills. Despite the growing demand there remains a shortage of employability skills, organisations frequently struggle to identify qualified candidates for digital jobs because workforces frequently lack the skills necessary to manage digital change. Soft skills became more important as the pace of world of work moved online. Meanwhile, the role of TVET in job creation cannot be over emphasised in the changing world. Thus, the study examined how soft skills can enhance TVET graduates’ employability. Study participants included 351 students from Botswana TVET schools. To better understand how soft skills relate to TVET graduates' employability, we used STATA software to establish the correlation between the two variables. The result indicated that soft skills promote TVET graduates' employability. Hence, all TVET administrators should keep up-to-date with this present model so that they can design policies that promote employability for TVET graduates.
Modelling school principals’ soft skills with sustainable administrative effectiveness Awodiji, Omotayo Adewale; Katjiteo, Ancia
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29321

Abstract

Effective school leadership is pivotal to the success of educational institutions. While traditional leadership models have emphasized technical skills and administrative competencies, the significance of soft skills in educational leadership has gained increasing attention in recent years. This study explores the direct and indirect relationship between principals’ soft skills and sustainable administrative effectiveness (SAE). The objectives that guided this study are to investigate the direct and indirect influence of soft skills (critical thinking, empathy, communication, adaptability, and leadership) on the SAE of school principals. Stratified and random sampling techniques were adopted to select the participants. Questionnaires, school principals’ soft skills questionnaire (SPSSQ) and sustainable administrative effectiveness questionnaire (SAEQ), were administered to about 432 teachers. The findings revealed a strong positive correlation between principals’ soft skills and their SAE. Therefore, all soft skills directly relate to SAE except critical thinking skills. Empathy, communication, adaptation and innovation, and leadership skills were found to have direct effect on SAE. Whereas critical thinking has no direct effect on SAE but could influence indirectly SAE through other factors. This ultimately results in the achievement of SAE with indirect relationships. Based on the research outcomes, this study suggests that school administrators should invest in professional development programs to enhance principals’ soft skills to achieve SAE.
Co-Authors Katjiteo, Ancia Magogodi, Coleen