The Influence of Instructional Leadership Styles on Student Skills Development in Public Technical Training Institutions in Kenya
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Abstract
Studies conducted globally have shown that there is a difference between leadership knowledge developed by technical training institutions and those required by industries. This has led to the existing skills gap. The role that the industries play in the economy cannot be significant without sufficient knowledge in institutional leadership. The aim of this study was to establish the influence of instructional leadership styles on student skills development in public Technical Training Institutions (TTIs) in Kenya. It sought to investigate the extent to which instructional leadership styles influence skills development in order to generate evidence based findings suitable in tackling the issue of skills gap in Kenya. The study population comprised 49 technical institutions recognized by Technical Vocational Education and Training Authority (TVETA), Kenya National Examination Council (KNEC) and Higher Education Loans Board (HELB), 49 principals, 348 lecturers and 4,999 students. A sample of 11 principals, 100 lecturers and 100 students was drawn from the target population. Response was obtained from 8 principals, 80 lecturers, 80 students. The study adopted mixed research design. Data was collected using questionnaires and interview schedules. Qualitative and quantitative methods were used in analyzing data. Hypothesis test results revealed that there is a significant statistical relationship between instructional leadership styles and skill development in which P= ≤0.001. Qualitative results supported these findings. The study concluded that TTIs cannot be entirely relied upon in producing effective leaders that can participate in skills development. The study therefore proposed a perceptual model of TTI curriculum implementation suitable for addressing instructional leadership style issues inherent in the TTIs in Kenya.
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