There is an urgent need to understand the occupational problems faced by teachers and their impact on their morale. This study aims to analyze the role of school administration in solving occupational problems and its relationship with the morale of vocational education teachers in the schools of Irbid Governorate. The descriptive analytical approach was applied using a questionnaire as a tool for data collection. The study population consisted of all vocational education teachers in the schools of Irbid Governorate, totaling 750 teachers, and the sample was selected through simple random sampling, amounting to 500 individuals. The Statistical Package for the Social Sciences (SPSS) program was used for descriptive analysis and hypothesis testing. The results of the statistical analysis revealed that the scales used are characterized by construct validity and high psychometric properties, and that there is a relationship between school administration and teachers' morale. The results also indicated that there is a positive relationship between school administration and occupational problems among teachers, and that there is a strong relationship between occupational problems and the morale of vocational education teachers, especially work pressure and the alignment between practical and theoretical material. Additionally, the results showed that there are no significant differences between school administration, occupational problems, and morale based on demographic variables. The study recommends enhancing the role of administration in supporting and guiding teachers, and developing strategies to address work pressures and programs to improve the work environment and teachers' performance. This study contributes to a deep understanding of the relationship between school administration and teachers' morale and analyzes the impact of occupational problems on them. It also provides recommendations aimed at improving the work environment in schools by supporting administration, providing support and guidance to teachers, and developing strategies to address occupational challenges, such as developing programs to solve the occupational problems faced by teachers, and developing training and qualification programs for school administration to enhance their skills in dealing with occupational problems and supporting teachers.