School engagement and occupational readiness in maritime vocational education: A structural equation modeling approach

Abstract

According to the most recent national data from the Ministry of National Education, only 40.46% of graduates remain employed in the maritime sector, indicating critically low retention. This study investigates the psychological mechanisms that influence students’ intention to remain in the maritime profession after graduation. Data were collected from 366 students enrolled in maritime vocational high schools and analyzed using Structural Equation Modeling (SEM). The model tested two latent constructs: School Engagement and Occupational Readiness. Results revealed that school engagement significantly predicted occupational readiness (β = 0.568, p < .001). The model is theoretically grounded in Bloom’s taxonomy, Career Construction Theory, and the concept of Vocational Self-Concept, which together provide a robust framework for understanding how school-based experiences influence students’ perceptions of occupational readiness and alignment with the sector. Findings indicate that students’ perceptions of their school experience, particularly in terms of the adequacy of vocational knowledge, skills, and attitudes, play a pivotal role in shaping their professional orientation. The model demonstrated strong internal reliability and construct validity, offering a psychometric framework to understand how educational commitment evolves into perceived occupational preparedness. Addressing a notable gap in Turkish maritime education research, this study empirically tests how school engagement influences psychological readiness using a theory-informed SEM design. Such strategies are especially critical for fostering better alignment between students and the maritime profession, potentially supporting future improvements in retention.

Keywords

• Maritime vocational education
• School engagement
• Occupational readiness
• Vocational identity
• Structural equation modeling
• Student–sector fit

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