Influence of Trainers’ Competencies and Teaching Self Efficacy on Implementation of Competency-Based Education and Training in Public Technical Institutions In Meru County, Kenya

Abstract

Competency-Based Education and Training (CBET) has received significant attention in 21st century Sub-Saharan Africa, as a comprehensive Technical and Vocational Education Training (TVET) educational framework to improve the quality of education and training. Although empirical studies have extensively discussed CBET implementation, the role of trainers’ competencies and belief in their instructional abilities, particularly teaching self efficacy and its mediating role, in CBET implementation remains relatively unexplored. Therefore, the aim of this study was to examine the influence of trainers’ competencies and teaching self-efficacy on CBET implementation in public TVET institutions in Meru County, Kenya. The objectives of the study were: to assess the relationship between trainers’ competencies and CBET implementation; to assess the relationship between trainers’ competencies and teaching self-efficacy; to determine the effect of trainers’ teaching self-efficacy on CBET implementation, to examine the mediating effect of teaching self-efficacy on the relationship between trainers’ competencies and CBET implementation and to explore trainers’ perception of competencies, teaching self-efficacy, and their influence on CBET implementation. The study was guided by Bandura’s self efficacy theory in conjunction with the Vocational Teacher Competencies model. This study adopted a mixed-methods approach positioned in the pragmatic paradigm and employed a convergent parallel one phase design. The target population consisted of 850 trainers and 20 Heads of Sections. A proportionate random sampling technique was used to select 265 trainers, while purposive sampling technique was used to select 12 Heads of Sections. Quantitative data was collected using a questionnaire and analyzed using hierarchical linear regression and Hayes Mediation test with the help of the SPSS Version 27.0 and Hayes Process Macro version 4.2 (Model 4). Qualitative data was generated using semi-structured interviews and analyzed thematically. Quantitative results showed the following: There was a relationship between trainers’ competencies and CBET implementation (F (4, 240) = 17.674, p<0.05) with a significant positive effect (β=.374, p<0.05); there was a relationship between trainers’ competencies and teaching self-efficacy (F (4, 240) = 17.984, p <0.05) with a significant positive effect (β=.427, p<0.05) and teaching self-efficacy had a significant positive effect on CBET implementation (β=.488, p<0.05). Results also indicated that teaching self-efficacy partially mediated the relationship between trainers’ competencies and CBET implementation with a significant indirect effect (β=.2103, Boot CI [.1369, .2975]). The qualitative findings showed that trainers’ beliefs in their instructional abilities was critical for successful CBET implementation. It was evident that trainers had self-assurance in their instructional abilities for CBET implementation. However, strengthening their self-beliefs through training and professional growth could further boost their confidence and enhance their teaching effectiveness for quality CBET implementation. This study therefore concludes that trainers’ competencies and teaching self-efficacy have a significant positive influence on CBET implementation. The study recommends that continuous professional development training on CBET implementation should not only focus on enhancing trainers’ competencies but also reinforcing their teaching self-efficacy for effective implementation of quality CBET. These findings will benefit TVET stakeholders, the Curriculum Development Assessment and Certification Council (CDACC), and TVET policymakers in developing targeted policies for CBET implementation.