Institutional factors and directorate of industrial training curriculum fidelity in vocational training centres in Kampala Capital City Authority

Abstract

This quantitative correlational study explored the relationship between institutional factors and curriculum fidelity in vocational training centers within Kampala Capital City Authority. Specifically, the research investigated how instructors' teaching self-efficacy, institutional support, and leadership effectiveness collectively impact curriculum implementation. Data was collected from 108 respondents through self-administered questionnaires and analyzed using descriptive and inferential statistics. The study's findings showed a strong positive correlation between instructors' teaching self-efficacy, institutional support, leadership effectiveness, and curriculum fidelity. Key conclusions include: Instructors' self-efficacy is vital for curriculum fidelity, Institutional support and leadership effectiveness significantly enhances curriculum implementation. Based on these findings, recommendations were made: For the Ministry of Education and Sports and vocational training center principals, the recommendations were to: enhance instructors' self-efficacy through training and development, monitor instruction quality to ensure curriculum adherence, provide support to instructors for effective curriculum implementation. For vocational institutions, the recommendations were to: offer resources to adapt instruction to individual differences, facilitate learning experiences tailored to students' abilities, and promote efficient lesson time utilization. By implementing these strategies, vocational training centers can foster an environment conducive to curriculum fidelity, ultimately enhancing student learning outcomes.