A comparison of technical education teachers' competencies: a study of Moi University and Kenya Technical Teachers College graduates in technical institutions in Kenya

Abstract

This research project explored the relationship between Moi University trained and KTTC trained technical teachers. The study was occasioned by the feeling among some technical teachers that graduates of Moi University prefer to teach Mathematics and Physics. However, little is known about the cause of these noted differences. The study adopted a causal-comparative approach. Participants were selected by simple random sampling technique.

Document analysis was used to establish the curricular in the two institutions. Teacher self assessment questionnaire was used to obtain teachers' shared perceptions of their knowledge and skills levels and exposure to training equipment/machines. Data from the principals' interview schedule was used to examine technical teacher practices, use of resources and challenges encountered in the running of KTTC programs.

The results of this study indicated that whereas the two curricular were relatively similar, there was a difference in the training duration. Furthermore, the study identified five key competencies relevant to Technical Education Teachers out of which subject area competency and communication competency were rated as of essential importance. These competencies were not significantly different between the graduates of the two institutions.

The study however, established that training equipment/machinery positively impacted on technical teachers' competencies. The findings of this study suggest that the observed differences between the graduates of the two institutions could be as a result of exposure to training equipment/machinery and not as a result of training.