Influence of Non-Academic Factors on Career Adaptability of Technology Education Graduates Working in Kenyan Technical and Vocational Institutions

Abstract

The current world of work is very dynamic and needs a workforce that is well-suited to help accommodate the changes at the workplace. This study sought to investigate the influence of selected non-academic factors which included personality, gender, and family background on the career adaptability of the trainers who pursued a degree in technology education. The study was guided by Piaget’s constructivist theory. This study used a descriptive research design. A questionnaire was used to gather responses from 814 trainers who were Technology Education graduates working as trainers in Kenyan Technical and Vocational Institutions. The validity of the questionnaire was ensured by the use of a pilot study and expert judgment while reliability was ensured by the use of the test-retest technique. Pearson Product Moment Correlation for the test-retest was 0.806. This study used snowball sampling to select the TED graduates. Data analysis was done by use of Stat Graphics Centurion XVI.I software. The study found out that trainers who were raised in poor family backgrounds were best adapted to their careers followed by those from rich backgrounds while those from middle-class backgrounds were least adapted to career. Regarding gender, the study established that male trainers who pursued technology education degree programs were more adapted to their careers as compared to their female counterparts. The study also found that the personality of the trainers affects their career adaptability. This study recommends that female TED graduates should be given more opportunities to enhance their career adaptability. Moreover, all families should endeavor to give support to the children to improve their future ability to cope with changes. The trainers should also soar beyond their personalities so that they can resonate well with changes in the workplace.