Doctor of Philosophy in Education Leadership and Management
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Item The Nexus between Institutional Factors and Development of Employability Skills of Technical Training Institutions Graduates in Meru County, Kenya(KeMU, 2024-09) Mutembei, Lucy NdumbaTechnical and Vocational Education and Training (TVET) education is crucial for developing skilled workers and preparing them for employment. However, while Kenya's government has invested significantly in TVETs through legislation like the TVET Act and Kenya National Qualifications Framework Act to equip youth with the necessary skills, competences, and attitudes, challenges persist, with a few of TVET graduates finding employment. The research analyzed the nexus between institutional factors and development of employability skills of TVETs graduates in Meru County with a view to increase graduate employability. The study focused on how trainer characteristics, teaching-learning resources, training curriculum, and industrial engagement influence the development of employability skills, with personal attributes playing a moderating role. This research was guided by the theories of employability proposed by Knight and Yorke, as well as the Human Capital Theory. Two departments, Business Management and Building & Civil Engineering, which were prevalent across the six TVET institutions, were purposely selected. The study was based on a pragmatism philosophy, employed a mixed research design, and used a convergent parallel design of cross-sectional survey. The target population consisted of 841 trainees, 93 trainers, 475 graduates, 12 (heads of department) HoDs, 6 principals, and 6 key informants from the industry. The sample size included 6 TVET institutions, 142 trainees, 12 trainers, 72 graduates, 12 HoDs, 6 principals, and key informants, with saturation reached at 5. Census sampling was used for TVET institutions, principals, and HoDs; simple random sampling for trainers; and stratified sampling for trainees and graduates. Questionnaires were given to trainers, trainees, and graduates, while interview guides were used for principals, HoDs, and key informants. A preliminary study confirmed the instruments' reliability and validity, with a Cronbach's coefficient above 0.7. Data analysis utilized SSPS Version 29 for numerical data, involving percentages, means, and standard deviations. Correlation and regression analyses tested hypotheses. Quantitative data were presented in tables and figures, while qualitative data from open ended questionnaires and interviews underwent thematic analysis. Ethical guidelines were strictly followed, achieving 89.30% response rate. Findings revealed that institutional factors significantly influenced employability skills development. Industrial engagement had the strongest impact, while teaching-learning resources were moderately affected by outdated curricula and limited stakeholder involvement. The study concluded that inadequate resources, outdated curricula, lack of industry engagement, and personal attributes all hindered employability skills development. Recommendations included prioritizing industrial engagements through collaborations and partnerships, providing adequate modern teaching-learning resources, integrating personal attributes into TVET programs, using modern teaching-learning resources aligned with labor market needs, and frequently reviewing curricula with stakeholder involvement. Further studies on implementing a dual vocational system in Kenya were recommended to improve the cultivation of skills that make individuals employable.Item Influence of Institutional Factors on Student Skills Development in Public Technical Training Institutions in Kenya(KeMU, 2022-10) Nyangweso, Gladys KemumaTechnical Training Institutions (TTIS) play a significant role in providing skills that are required in the various sectors of the economy. Knowledge and skills gap in any sector calls for empirical studies aimed at suggesting solutions to the problem. The study was guided by three objectives: to examine the influence of academic admission qualifications, to assess the influence of instructional methods and to explore the influence of instructional equipment on student skills development in public technical training institutions in Kenya and an intervening variable of instructional leadership styles. The purpose of this study was to establish the influence of institutional factors that include academic admission qualifications, instructional methods and instructional equipment while considering the influence of leadership styles on student skills development in Public TTIs in Kenya. The study was anchored on the Pragmatic philosophy. The convergence parallel mixed design methods was applied. Target population included 49 public TTIs, 348 lecturers, 4,199 students and 49 principals making a total of 4, 596 from which a sample of 11 TTIs, 11 principals, 100 lecturers and 100 students was determined making a total of 211 participants using Fisher (1998) and Berttllett et al (2001) formulae. Contacted participants included 8 principals, 80 lecturers and 80 students. Probability and non-probability sampling methods were used in sample selection. This included simple random for lecturers and students and census for principals. Research tools included: questionnaires for lecturers and students, interview schedule for principles, document analysis guide and observation guides. Delphi method was used in the selection and development the tools. Pilot study was conducted in Sikri and Keroka TTIs. Chronbach alpha was used to test reliability of the questionnaires and yielded test re-test results of 0.799 and 0.892 for lecturers and 0.848 and 0.853 for students. Reliability and validity test for qualitative instruments was conducted using a Likert scale. Response rate was at 86.25% for lecturers, 87.5% for student and 100% for principals. Convergence approach was used in data analysis. Quantitative data was analyzed using descriptive and inferential statistics. The study was anchored the Systems theory in education and the Decision making theory. Conceptual framework depicting relationship amongst the study variables. Hypotheses were tested using Chi Square, Kruskall Wallis, Man Whitney and Multiple Regression tests. Kolmoglov- Smirnov test was used for normality test. Variance inflation factor was used to test for multicolineality fitness for the data. Cronbach Alpha was used in managing Likert scale data. Qualitative data was arranged in themes and presented in narrative forms and direct quotes. Quantitative and qualitative results were compared, contrasted and interpreted. The null hypotheses were rejected and the alternatives were retained. A multiple regression test results showed that academic admission qualifications had the highest influence on skills development where p-value=0.035 followed by instructional methods, p=0.061, intervening variable, p=0.295 and instructional equipment variable with the least significance, p=0.554. Null hypothesis was retained: there is no significant statistical relationship between leadership styles and instructional methods and instructional equipment. The study thus concluded that TTIs are highly theoretical. Several recommendations were made among them admission qualifications need to be at par with other middle level colleges, the Technical institutions should offer specialized courses in the psychomotor domain and that TTIs should not be allowed to replicate university courses. To address issues of skills-gap the study suggested a curriculum perceptual implementation model. For further research, the study recommended among others a research on whether it is necessary to abolish the open policy for TTIs.