Internal Efficiency, Leadership Practices and Competitiveness of Technical and Vocational Education and Training Institutions in Nyeri County, Kenya

Abstract

In meeting the changing needs of today's job market, Technical and Vocational Education and Training (TVET) institutions are essential for generating a workforce equipped with a diverse set of skills. However, the competitiveness of these institutions has faced challenges, prompting an investigation into the potential influence of internal efficiency. The purpose of this research, carried out in Nyeri County, was to explore the correlation between internal efficiency, leadership methodologies, and the competitive edge of Technical and Vocational Education and Training (TVET) institutions. The research objectives assessed the influence of institutional capacity, monitoring curriculum implementation, financial management practices, and internal systems. The study also investigated how leadership practices moderate the proposed relationship. It was informed by four theories namely, the Wheeler model of curriculum development, balance score card model, theory of dynamic capability, and the contingency theory of leadership. It employed a mixed-methods approach with a cross-sectional descriptive survey design. The target group consisted of principals, department heads, and students from 11 TVET institutions chosen randomly. A sample size of 11 TVET institutions, eleven principals, 11 students’ presidents and 77 heads of departments. A systematic sampling technique was used to sample TVETs. Each TVET institute provided, a proportionally calculated number of respondents, where each participants from every selected TVETs were purposefully included in the study. Data was collected through questionnaires, interviews, and focus group discussions, and ensured quality through validity and reliability checks. The Cronbach alpha values were above 0.7 for each variable. The mean and standard deviation were computed accordingly, while correlation and multiple linear regression analysis were used to test the research hypothesis and the study's overall purpose. Thematic analysis was applied in analyzing the qualitative data. Information was presented using tables, figures, narration, and excerpts. The study overall response rate was 87%. TVETs show moderate overall competitiveness, excelling in accredited programs and leadership but lacking in facilities, infrastructure, and public perception. Institutional capacity requires improvement, with weak curriculum implementation, monitoring, and financial control systems. Internal operations are strong, but quality assurance and ISO certification need attention. Positive correlations exist between institutional capacity, curriculum monitoring, financial management, internal systems, and competitiveness. Leadership practices moderate internal efficiency's impact on competitiveness. Challenges include insufficient funding, inadequate capacity, and poor management. Recommendations include industry collaboration, expert integration in curriculum development, advisory board engagement, infrastructure enhancement, internships, revenue diversification, and staff development. Implications cover funding models, quality assurance, partnerships, societal perceptions, curriculum, infrastructure, library development, process streamlining, and financial management. Future studies should explore political support, stakeholder perspectives, policy interventions, technology. This research identifies critical areas for improving TVET institutions' competitiveness and efficiency. Future studies can focus on political influence, stakeholder perspectives, policy interventions, technology integration, and industry collaboration.