Institutional factors and curriculum fidelity in vocational training centres in Kampala City, Uganda

Abstract

The subject of curriculum fidelity continues to be a crucial area of investigation to uncover how the responsible stakeholders implement the curricula developed in relation to their intended purpose. This study investigated the institutional factors influencing curriculum fidelity in vocational training centres in Kampala, Uganda. Specifically, this study examined the influence of instructors’ self-efficacy, institutional support, and leadership effectiveness on curriculum fidelity in vocational training centres. This quantitative study adopted the correlational research design. The study involved a sample of 108 instructors from eight selected vocational training centres in Kampala, Uganda. The data were collected using a self-administered questionnaire. Descriptive statistics and inferential analyses, specifically Pearson linear correlation and regression, were used to analyse the data. The findings revealed that instructors’ self-efficacy, institutional support, and leadership effectiveness positively and significantly influenced curriculum fidelity. The study concluded that instructors’ self-efficacy is imperative for curriculum fidelity, institutional support is essential for curriculum fidelity, and effective leadership is vital for curriculum fidelity. Therefore, it was recommended that the Ministry of Education and Sports and principals of vocational training centres should enhance the efficacy of instructors; vocational institutions should offer support to the instructors to ensure curriculum fidelity; and the Ministry of Education and Boards of Governors should ensure that vocational training centres have effective leadership. The practical contribution of the study is that it identifies institutional factors necessary for curriculum fidelity. These are instructors’ self-efficacy, institutional support, and leadership effectiveness.