Vocational teachers’ perceptions of transition components and relevance of curriculum to employment for students with disabilities

Figures & data

Table 1. Participants’ demographic information (N = 158)

Demographic Variables		N	%
Gender	Male	93	58.9%
	Female	65	41.1%
Age	20–30	20	12.7%
	31–40	64	40.5%
	41–50	63	39.9%
	51–60	11	7.0%
	61+	0	0.0%
Highest Qualification	Professional Certificate	3	1.9%
	Diploma	69	43.7%
	Bachelor’s Degree	61	38.6%
	Master’s Degree	23	14.6%
	Doctoral Degree	0	0.0%
	Other	2	1.3%
Teaching Experience (Years)	1–5	43	27.2%
	6–10	43	27.2%
	11–15	21	13.3%
	16–20	25	15.8%
	More than 20	26	16.5%
School Region	Kgatleng	67	42.4%
	South East	91	57.6%
School Setting	Rural	12	7.6%
	Semi Urban	89	56.3%
	Urban	57	36.1%
Presence of SWD	Yes	76	48.1%
	No	82	51.9%
Ever Taught SWD	Yes	104	65.8%
	No	54	34.2%

Note. Percentages represent data reported by category and totals.

Table 2. Mean scores of respondents’ beliefs about transition components by gender and teaching experience (N = 158)

		Teaching Experience (Years)
Transition Component	Gender	1 to 5	6 to10	11 to 15	16 to 20	20+
A documentation for each student with a disability	M F T	3.54 3.27 3.44	3.44 3.67 3.56	3.15 3.63 3.33	2.95 2.50 2.88	3.43 3.00 3.23
A variety of job tasks to help transition to employment	M F T	3.36 3.18 3.29	3.28 3.33 3.30	3.54 3.43 3.50	2.40 2.75 2.46	3.23 3.00 3.12
Specific goals and objectives corresponding to specific post-school outcomes	M F T	3.50 3.27 3.41	3.44 3.83 3.66	3.54 3.29 3.45	4.00 3.00 3.84	3.43 3.17 3.31
The strengths, abilities, priorities, interests, and needs of each student	M F T	3.56 3.60 3.58	3.56 4.00 3.72	3.54 3.57 3.55	2.25 2.75 2.33	3.77 3.27 3.54
Constant assessment resulting in securing employment after school	M F T	3.57 3.50 3.54	3.11 3.71 3.40	3.55 3.13 3.37	2.45 2.25 2.42	3.54 3.00 3.44
Teaching students both academic and life skills	M F T	3.57 3.73 3.63	3.67 3.73 3.93	3.42 3.14 3.32	3.90 3.00 3.76	3.77 3.00 3.43
Postsecondary education and/or employment as the main outcomes following vocational school completion	M F T	3.50 3.41 3.46	3.28 3.61 3.44	3.08 3.00 3.05	3.80 2.50 3.58	3.08 2.67 2.88
Involvement of students’ parents/families in transition process and service delivery	M F T	3.50 3.71 3.59	3.50 3.75 3.62	3.25 3.50 3.35	2.95 2.33 2.88	3.67 3.17 3.42
Collaboration with school staff and agencies outside the school	M F T	3.70 3.41 3.57	3.41 3.35 3.38	3.17 3.50 3.30	2.65 3.00 2.70	3.77 3.00 3.43
Involvement of student in community-based experiences	M F T	3.63 3.76 3.68	3.47 3.65 3.57	3.58 3.29 3.47	4.00 3.00 3.84	3.67 3.00 3.36
Interaction of students with employees without disabilities	M F T	3.57 3.82 3.68	3.33 3.57 3.46	3.62 3.43 3.55	3.89 3.67 3.86	3.31 4.00 3.61
Providing students with various work experiences	M F T	3.61 3.75 3.67	3.50 3.82 3.68	3.54 3.29 3.45	4.00 3.67 3.96	3.38 4.00 3.65

Note. M = Male, F = Female, T = Total

Table 3. Mean scores of respondents’ beliefs about vocational curriculum by gender and teaching experience (N = 158)

		Teaching Experience (Years)
Transition Course	Gender	1 to 5	6 to 10	11 to 15	16 to 20	20+
Math	M F T	2.65 2.82 2.72	2.79 3.08 2.95	2.77 3.13 2.90	2.94 3.00 2.95	2.69 3.17 2.92
Carpentry-Related	M F T	2.58 2.63 2.60	2.79 2.88 2.84	2.67 2.75 2.70	3.00 2.33 2.92	2.23 1.00 1.70
Brick-Laying	M F T	2.48 2.60 2.53	2.78 2.83 2.81	2.67 2.75 2.70	3.00 2.33 2.91	2.00 1.50 1.75
English Language	M F T	2.62 3.00 2.77	3.16 3.38 3.28	3.69 3.00 2.80	3.06 3.50 3.14	3.23 1.50 2.40
Accounting-Related	M F T	2.65 2.64 2.65	3.22 3.39 3.32	2.73 3.00 2.83	2.85 3.00 2.88	3.08 1.33 2.24
Computer-Related	M F T	2.73 2.94 2.81	3.22 3.41 3.32	3.31 3.25 3.29	2.95 3.50 3.04	3.14 1.00 2.25
Management-Related	M F T	2.81 2.69 2.76	3.21 3.35 3.29	3.30 3.13 3.22	2.90 3.50 3.00	3.00 1.00 2.17
Other	M F T	2.67 2.81 2.72	3.06 2.82 2.92	3.00 3.14 3.07	2.74 3.67 2.86	2.79 1.50 2.19

Note. M = Male, F = Female, T = Total

Table 4. Factorial ANOVA on respondents’ beliefs about transition components by gender and teaching experience (N = 158)

Transition Component		SS	df	MS	F	p
A documentation for each student with a disability	A	0.25	1	0.25	0.58	.449
	B	7.34	4	1.84	4.32	.003
	A*B	3.93	4	0.98	2.31	.061
A variety of job tasks to help transition to employment	A	0.02	1	0.02	0.03	.857
	B	7.36	4	1.84	3.93	.005
	A*B	1.00	4	0.25	0.53	.711
Specific goals and objectives corresponding to specific post-school outcomes	A	2.13	1	2.13	8.25	.005
	B	2.21	4	0.55	2.14	.079
	A*B	5.47	4	1.37	5.29	.001
The strengths, abilities, priorities, interests, and needs of each student	A	0.29	1	0.29	0.70	.403
	B	15.73	4	3.93	9.58	.000
	A*B	3.50	4	0.88	2.13	.081
Constant assessment resulting in securing employment after school	A	0.34	1	0.34	0.78	.378
	B	14.36	4	3.59	8.20	.000
	A*B	4.77	4	1.19	2.72	.033
Teaching students both academic and life skills	A	3.09	1	3.09	9.41	.003
	B	2.94	4	0.74	2.25	.068
	A*B	5.20	4	1.30	3.96	.005
Postsecondary education and/or employment as the main outcomes following vocational school completion	A	2.67	1	2.67	7.40	.007
	B	7.52	4	1.88	5.21	.001
	A*B	6.99	4	1.75	4.84	.001
Involvement of students’ parents/families in transition process and service delivery	A	0.18	1	0.18	0.47	.493
	B	8.93	4	2.23	6.03	.000
	A*B	3.74	4	0.94	2.53	.044
Collaboration with school staff and agencies outside the school	A	0.19	1	0.19	0.42	.518
	B	4.44	4	1.11	2.51	.045
	A*B	4.18	4	1.05	2.36	.056
Involvement of student in community-based experiences	A	2.97	1	2.97	11.56	.001
	B	2.12	4	0.53	2.07	.088
	A*B	5.89	4	1.47	5.74	.000
Interaction of students with employees without disabilities	A	.599	1	0.60	1.51	.221
	B	1.78	4	0.44	1.12	.348
	A*B	2.55	4	0.64	1.61	.175
Providing students with various work experiences	A	0.24	1	0.24	1.00	.319
	B	1.46	4	0.36	1.51	.204
	A*B	2.81	4	0.70	2.91	.024

Note. A = Gender, B = Teaching Experience, A*B = Gender and Teaching Experience Interaction

Table 5. Multiple comparisons results on respondents’ beliefs about transition components by gender and teaching experience (N = 158)

Transition Component	Significant Differences By Gender and Teaching Experience (Years)
A documentation for each student with a disability	1 to 5 and 16 to 20 6 to 10 and 16 to 20
A variety of job tasks to help transition to employment	1 to 5 and 16 to 20 6 to 10 and 16 to 20 11 to 15 and 16 to 20 16 to 20 and 20+
Specific goals and objectives corresponding to specific post-school outcomes	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
The strengths, abilities, priorities, interests, and needs of each student	1 to 5 and 16 to 20 6 to 10 and 16 to 20 11 to 15 and 16 to 20 16 to 20 and 20+
Constant assessment resulting in securing employment after school	M(1 to 5) and F(1 to 5) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Teaching students both academic and life skills	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Postsecondary education and/or employment as the main outcomes following vocational school completion	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Involvement of students’ parents/families in transition process and service delivery	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Collaboration with school staff and agencies outside the school	1 to 5 and 16 to 20 6 to 10 and 16 to 20 11 to 15 and 16 to 20 16 to 20 and 20+
Involvement of student in community-based experiences	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Interaction of students with employees without disabilities	No significant differences
Providing students with various work experiences	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)

Note. M = Male, F = Female

Table 6. Factorial ANOVA on respondents’ beliefs about vocational curriculum by gender and teaching experience (N = 158)

Transition Course		SS	df	MS	F	p
Math	A	2.12	1	2.12	2.78	.098
	B	1.22	4	0.30	0.40	.809
	A*B	0.56	4	0.14	0.18	.947
Carpentry-Related	A	2.95	1	2.94	4.48	.036
	B	23.79	4	5.95	9.08	.000
	A*B	8.44	4	2.11	3.22	.015
Brick Laying	A	0.85	1	0.85	1.28	.260
	B	18.50	4	4.63	6.93	.000
	A*B	2.64	4	0.66	0.99	.415
English Language	A	0.16	1	0.16	0.19	.662
	B	15.06	4	3.77	4.48	.002
	A*B	21.71	4	5.43	6.45	.000
Accounting-Related	A	1.50	1	1.50	2.25	.136
	B	20.26	4	5.07	7.60	.000
	A*B	17.90	4	4.48	6.71	.000
Computer-Related	A	1.80	1	1.80	2.89	.091
	B	27.00	4	6.75	10.84	.000
	A*B	27.21	4	6.80	10.92	.000
Management-Related	A	2.72	1	2.72	4.55	.035
	B	28.72	4	7.18	12.02	.000
	A*B	21.94	4	5.48	9.18	.000
Other	A	0.09	1	0.09	0.11	.737
	B	14.55	4	3.64	4.42	.002
	A*B	12.53	4	3.13	3.81	.006

Note. A = Gender, B = Teaching Experience, A*B = Gender and Teaching Experience Interaction

Table 7. Multiple comparisons results on respondents’ beliefs about vocational curriculum by gender and teaching experience (N = 158)

Transition Course	Significant Differences By Gender and Teaching Experience (Years)
Math	No significant differences
Carpentry-Related	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Brick-Laying	1 to 5 and 20+ 6 to 10 and 20+ 11 to 15 and 20+ 16 to 20 and 20+
English Language	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Accounting-Related	M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Computer-Related	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Management-Related	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)
Other	M(1 to 5) and F(1 to 5) M(6 to 10) and F(6 to 10) M(11 to 15) and F(11 to 15) M(16 to 20) and F(16 to 20) M(20+) and F(20+)

Note. M = Male, F = Female