EFFECT OF DETERMINANTS OF QUALITY ASSURANCE IMPLEMENTATION ON INSTRUCTIONAL MANAGEMENT IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN NORTH RIFT REGION, KENYA

Abstract

The objective of quality assurance in Technical and Vocational Education and Training (TVET) institutions is ensuring their training services effectively meet the demands of trainees, industry and society. Thus, TVET institutions have embarked on quality mission as an effort to uncover the best approaches for embedding quality assurance in their instructional management. In this regard, the study was designed to assess the effect of determinants of quality assurance implementation on instructionalmanagement in TVET institutions in North Rift Region, Kenya. The specific objectives of the study were to: determine the effect of technology on instructional management, assess the effect of trainer’s commitment on instructional management, analyze the effect of leadership on instructional management and find out the effect of resources on instructional management in TVET institutions in North Rift Region, Kenya. The study was anchored on the Deming's theory of quality management, cognitive learning theory and the systems theory. The study employed mixed method research design ingrained with positivist and interpretivist philosophy. The target population comprised of 470 trainers of mechanical engineering departments, electrical engineering departments, building departments, management representatives from ISO 9001: 2015 accredited TVET institutions in the North-Rift region. Multistage sampling technique was used to select the respondents. Krejcie and Morgan (1970) table was used to calculate the sample size of 214 respondents which was proportionally allocated to the TVET institutions using Neyman’s Allocation formula. The primary data was collected using closed-ended questionnaires and semi- structured interview schedule. Data was analyzed quantitatively using descriptive statistics (frequencies, percentages, means, standard deviation) and inferential statistics (Regression, Correlation and ANOVA) while qualitative data was analyzed thematically. The hypotheses were tested using multiple regression model using SPSS version 25. From the findings coefficient of determination (R square) of 0.784 indicated that the model explained only 78.4 % of the variation or change in instructional management of TVET institutions. Technology (t =2.212, P<.05), trainer’s commitment (t =3.3012, P<.05), leadership (t =2.227, P<.05) and resources is (t =6.254, P<.05). The study findings indicated that technology, trainers’ commitment, leadership and resources significantly affect instructional management of TVET institutions in North Rift Region, Kenya. Therefore, TVET institutions should consider strengthening and bundling technology, trainers’ commitment, leadership and resources using a policy framework to enhance their synergy in implementation of quality assurance. This will enhance positive and significant outcomes in terms of instructional management in engineering courses in public TVET institutions for the realization of sustainable development goals.