Table 1. Questionnaire dimensions Code... | Emerald Publishing

Table 1.

Questionnaire dimensions

Code	Dimensions	Items
Q1-5	VET-teachers personal data	• gender • age • years of teaching experience • working conditions
Q6-10	Self-expression and career opportunities	• perceived self-expression opportunities • perceived career opportunities • inclination to find another job
Q11	Work tasks (didactic actions) implemented by the teachers	• preparing the school documentation • preparing vocational training materials • identifying the needs of learning • identifying training objectives and to planning training content • adapting the learning environment to the special needs students • accompanying students with special needs in the learning process to ensure the possibility of acquiring practical skills necessary for the job • supervision of practical learning at the workplace • choosing appropriate training materials and didactic means • providing individual training and counselling • choosing and applying effective training strategies and methods • performing a diagnostic, intermediate and final assessment • preparing tasks for the assessment of competence • consultation of students, teachers and student parents on the acquisition of skills and professional qualifications • consultation of students on matters of professional career • organising skills competitions and other events • participating in national and international projects • initiating national and international projects based on the needs of the vocational training school and system • choosing the best way and measures for professional development • analysing own activity and planing professional development
Q12	Professional/technical competencies self-development strategies	• participating at world-skills competitions • attending seminars proposed by providers • independent study of specialised literature • self-study through online • participating at stage and companies
Q13	Support needed for professional/technical sector competencies development	• internship in real workplaces • free seminars on innovation technologies • access to online and virtual learning • free access to the specialised literature • participation in specialised pair and seminars
Q14	Teachers actions aimed at pedagogical competencies development	• attending a pedagogical course at university • self-study through online • independent study of pedagogical literature • attending seminars proposed by VET stakeholders • sharing experiences with colleagues
Q15	Support needed for pedagogical competencies development	• attending at pedagogical higher education courses • access to online and virtual learning • free access to the specialised literature • developing knowledge of pedagogical methods • sharing experiences with colleagues

Code	Dimensions	Items
Q1-5	VET-teachers personal data	• gender• age• years of teaching experience• working conditions
Q6-10	Self-expression and career opportunities	• perceived self-expression opportunities• perceived career opportunities• inclination to find another job
Q11	Work tasks (didactic actions) implemented by the teachers	• preparing the school documentation• preparing vocational training materials• identifying the needs of learning• identifying training objectives and to planning training content• adapting the learning environment to the special needs students• accompanying students with special needs in the learning process to ensure the possibility of acquiring practical skills necessary for the job• supervision of practical learning at the workplace• choosing appropriate training materials and didactic means• providing individual training and counselling• choosing and applying effective training strategies and methods• performing a diagnostic, intermediate and final assessment• preparing tasks for the assessment of competence• consultation of students, teachers and student parents on the acquisition of skills and professional qualifications• consultation of students on matters of professional career• organising skills competitions and other events• participating in national and international projects• initiating national and international projects based on the needs of the vocational training school and system• choosing the best way and measures for professional development• analysing own activity and planing professional development
Q12	Professional/technical competencies self-development strategies	• participating at world-skills competitions• attending seminars proposed by providers• independent study of specialised literature• self-study through online• participating at stage and companies
Q13	Support needed for professional/technical sector competencies development	• internship in real workplaces• free seminars on innovation technologies• access to online and virtual learning• free access to the specialised literature• participation in specialised pair and seminars
Q14	Teachers actions aimed at pedagogical competencies development	• attending a pedagogical course at university• self-study through online• independent study of pedagogical literature• attending seminars proposed by VET stakeholders• sharing experiences with colleagues
Q15	Support needed for pedagogical competencies development	• attending at pedagogical higher education courses• access to online and virtual learning• free access to the specialised literature• developing knowledge of pedagogical methods• sharing experiences with colleagues