Strategic Plan Implementation as a Leadership Practice: Examining Its Influence on the Quality and Relevance of Training in Technical and Vocational Colleges in Kenya

Abstract

This study examined the impact of leadership practices of principals on the quality and relevance of training in public Technical and Vocational Colleges (TVCs) in the Rift Valley region of Kenya. The main objective was to assess how strategic plan implementation by principals influences institutional performance, particularly in relation to training outcomes. Leadership in TVET institutions is critical in ensuring effective management, optimal resource utilization, and alignment of institutional goals with national development priorities. The study adopted a mixed methods research design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the research problem. The target population included principals, heads of academic departments, heads of non-academic sections, and trainees’ representatives. A combination of cluster, random, stratified, and purposive sampling techniques was used to select the sample. Quantitative data were collected using structured questionnaires from 56 respondents, while qualitative data were obtained through interviews and analyzed thematically. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) to generate descriptive statistics, while Pearson Moment Correlation was used to determine relationships among variables at a significance level of p < 0.01. The findings revealed that principals face significant challenges that hinder effective leadership and strategic plan implementation. These challenges include lack of modern equipment, deteriorating tools, inadequate capacity, weak industrial linkages, poor assessment of trainees during industrial attachment, low motivation, and declining enrolment. The study established that ineffective leadership practices, particularly in strategic plan implementation, contribute to disparities in the quality and relevance of training in TVET institutions. It also found that many principals lack the necessary skills for effective strategic planning and execution. The study recommends continuous professional development and targeted training for principals, as well as aligning performance contracting with strategic plans to enhance accountability and institutional effectiveness. The findings are useful to policymakers and stakeholders seeking to improve leadership practices in TVET institutions.