A study on the perception and improvement methods on the empowerment of chemical engineering teachers at vocational high schools

This study aims to improve the quality of chemical engineering education and provide basic data for activating chemical engineering education by investigating and analyzing the perception and improvement needs of chemical engineering teachers in vocational high schools regarding their empowerment. The research method was to develop a questionnaire through reviewing previous studies, survey the perception of empowerment and improvement needs of chemical engineering teachers in vocational high schools nationwide, and analyze the relationship with variables. The results of the study are as follows: First, the average awareness of empowerment of chemical engineering teachers was average. Second, there were significant differences in the empowerment of chemical engineering teachers by school establishment type, teacher position, whether they were homeroom teachers, teaching career, participation in specialized projects, and experience in specialized job training. Third, chemical engineering teachers responded that the most necessary measures for improving empowerment were measures to expand teacher authority, improvement of compensation and welfare, and work support. On the other hand, the items with the lowest need were expansion of opportunities for external educational activities, activation of teacher communities, and cooperation with fellow teachers. The research conclusions based on the results of the study are as follows. It is expected that guaranteeing educational activities through protection of teaching rights, reasonable compensation and work support, expanding opportunities for professional improvement, and activating the chemical engineering education community will motivate educational activities, thereby increasing educational effectiveness and enhancing the empowerment of chemical engineering teachers.