Doreen Dissertation

FACTORS AFFECTING GROWTH OF VOCATIONAL EDUCATION IN UGANDA: A
CASE STUDY OF INSTITUTIONS IN NAKAWA DIVISION.
BY
TUHIRIRWE DOREEN
20/MEAHD/KLA/WKD/0007
A DISSERTATION SUBMITTED TO THE SCHOOL OF MANAGEMENT SCIENCE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
A MASTER’S DEGREE IN EDUCATION ADMINISTRATION AND HUMAN
RESOURCE DEVELOPMENT OF UGANDA MANAGEMENT
INSTITUTE
OCTOBER, 2023
DECLARATION
I, TUHIRIRWE DOREEN, declare that this dissertation titled “Factors affecting growth of
vocational education in Uganda: a case study of institutions in Nakawa division.” is my own
original work and it has not been presented to any other institution for any academic award.
Where other people’s work has been used, this has been duly acknowledged.
Sign ……………………………………. Date………………………………..
TUHIRIRWE DOREEN
20/MEAHD/KLA/WKD/0007
i
APPROVAL
This is to certify that this dissertation by TUHIRIRWE DOREEN titled, “Factors affecting
growth of vocational education in Uganda: a case study of institutions in Nakawa division.” has
been submitted for examination with my approval as the Institute supervisor.
Sign ……………………………………. Date………………………………..

ASSOC. PROF. MARIA V. KAGUHANGIRE-BARIFAIJO
SUPERVISOR,
Uganda Management Institute, Kampala.
ii
DEDICATION
This dissertation is dedicated to family for their financial support, moral encouragement and
prayers during my entire study.
iii
ACKNOWLEDGEMENT
I am deeply indebted to my research supervisor Assoc. Prof. Maria Kaguhangire-Barifaijo for
her patience throughout my research process. Without your parental and professional input, this
research would have been difficult to elevate to its current level.
I acknowledge with gratitude the contributions and co-operation made by the staff and all
respondents from Institutions in Nakawa division for their willingness to provide the necessary
information when I visited the organization during the research process. Without their
cooperation, this study would have been impossible to accomplish.
I also thank my colleagues at Uganda Management Institute, persons who dealt with secretarial
work and those who read through the questionnaires and perfected the draft report.
Above all, I thank the Almighty God for his protection and guidance throughout this work.
I deeply treasure the contributions of all the above persons and ask God Almighty to richly bless
them.
iv
TABLE OF CONTENTS
DECLARATION............................................................................................................................i
APPROVAL...................................................................................................................................ii
DEDICATION..............................................................................................................................iii
ACKNOWLEDGEMENT...........................................................................................................iv
TABLE OF CONTENTS..............................................................................................................v
LIST OF TABLES........................................................................................................................ix
LIST OF FIGURES......................................................................................................................ix
LIST OF ACRONYMS AND ABBREVIATIONS....................................................................xi
ABSTRACT.................................................................................................................................xii
CHAPTER ONE............................................................................................................................1
INTRODUCTION.........................................................................................................................1
1.1 Introduction................................................................................................................................1
1.2 Background to the Study...........................................................................................................1
1.2.1 Historical background.............................................................................................................1
1.2.3 Conceptual background..........................................................................................................3
1.2.4 Contextual background...........................................................................................................4
1.3 Problem statement.....................................................................................................................5
1.4 Purpose of the study...................................................................................................................6
1.5 Specific objectives.....................................................................................................................6
1.6 Research question......................................................................................................................6
1.7 Hypothesis.................................................................................................................................7
1.8 Conceptual Framework..............................................................................................................7
1.9 Justification of the study............................................................................................................8
1.10 Significance of the study.........................................................................................................8
1.11 Scope of the study....................................................................................................................8
1.11.1 Content scope........................................................................................................................9
1.11.2 Geographical Scope..............................................................................................................9
1.11.3 Time Scope...........................................................................................................................9
1.12 Operational definitions of key terms and concepts..................................................................9
CHAPTER TWO.........................................................................................................................10
v
LITERATURE REVIEW...........................................................................................................10
2.1 Introduction..............................................................................................................................10
2.2 Theoretical Review..................................................................................................................10
2.3 Related Review........................................................................................................................10
2.3.1 Socio-economic factors and growth of Vocational Institutions...........................................10
2.3.2 Leadership styles and growth of Vocational Institutions.....................................................13
2.3.3 Knowledge Management Practices and growth of Vocational Institutions..........................15
2.4 Summary of literature review..................................................................................................17
CHAPTER THREE.....................................................................................................................19
METHODOLOGY......................................................................................................................19
3.1 Introduction..............................................................................................................................19
3.2 Research Design......................................................................................................................19
3.3 Study Population......................................................................................................................19
3.4 Sample size determination.......................................................................................................20
3.5 Sampling techniques and procedures.......................................................................................20
3.5.1 Simple random sampling......................................................................................................20
3.5.2 Purposive sampling...............................................................................................................20
3.6 Data collection methods..........................................................................................................21
3.6.1. Questionnaire Survey...........................................................................................................21
3.6.2 Interviews.............................................................................................................................21
3.7.2 Interview Guide....................................................................................................................22
3.8 Quality Control of data............................................................................................................22
3.8.1 Validity of instruments.........................................................................................................22
3.8.2 Reliability of instruments.....................................................................................................23
3.10. Data Analysis Technique......................................................................................................25
3.10.1 Quantitative data analysis...................................................................................................25
3.10.2 Qualitative data analysis.....................................................................................................25
3.11 Measurement of Variables.....................................................................................................26
3.12 Ethical Considerations...........................................................................................................26
CHAPTER FOUR.......................................................................................................................28
PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS.........................28
vi
4.1 Introduction..............................................................................................................................28
4.2 Response Rate..........................................................................................................................28
4.3 Findings on background information of the respondent..........................................................28
4.3.1 Sex characteristics of the Respondents.................................................................................28
4.3.2 Age of the Respondents........................................................................................................29
4.3.3 Respondents by Highest Level of Education........................................................................30
4.3.4 Work Experience.................................................................................................................31
4.4 Empirical Findings...................................................................................................................31
4.5 Growth of Vocational Institutions in Nakawa Division...........................................................31
4.4.1 Socio-economic factors and growth of Vocational Institutions in Nakawa Division..........34
4.4.1.1: Correlation analysis for the Socio-economic factors and growth of Vocational
Institutions.....................................................................................................................................37
4.4.2 Leadership factors and growth of Vocational Institutions in Nakawa Division...................37
4.4.2.1: Correlation analysis for the Leadership factors and growth of Vocational Institutions...41
4.4.3 Knowledge management and growth of Vocational Institutions in Nakawa Division........42
4.4.3.1: Correlation analysis for the Knowledge management factors and growth of Vocational
Institutions.....................................................................................................................................46
CHAPTER FIVE.........................................................................................................................47
SUMMARY, DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS...................47
5.1 Introduction..............................................................................................................................47
5.2. Summary of Major Findings...................................................................................................47
5.2.1: Socio-economic factors and growth of Vocational Institutions..........................................47
5.3. Discussion of Findings...........................................................................................................48
5.4 Conclusions..............................................................................................................................51
5.4.2 Leadership factors and growth of Vocational Institutions in Nakawa Division Employee 51
vii
5.5 Recommendations....................................................................................................................52
5.6. Areas for future Research.......................................................................................................54
REFERENCES............................................................................................................................54
APPENDICES.................................................................................................................................i
APPENDIX ONE: QUESTIONNAIRE FOR THE INSTRUCTORS/TUTORS.....................i
APPENDIX II: INTERVIEW GUIDE FOR THE MOES AND UNEB AND DIRECTORS
........................................................................................................................................................vi
APPENDIX III: SAMPLING GUIDE.......................................................................................vii
APPENDIX IV: PLAGIARISM REPORT..............................................................................viii
viii
LIST OF TABLES
Table 3.1: Sample size and sampling techniques..........................................................................20
Table 3.2: Results of content validity for research tools...............................................................23
Table 3.3: Reliability test results of research instruments.............................................................24
Table 4.4: Response Rate..............................................................................................................28
Table 4.5: Gender of respondents..................................................................................................29
Table 4.6: Opinions of Respondent on Growth of Vocational Institutions in Nakawa division...32
Table 4.7: Opinions of Respondent on Socio-economic factors and growth of Vocational
Institutions in Nakawa Division....................................................................................................35
Table 4.8: Pearson Correlation Matrix for Socio-economic factors and growth of Vocational
Institutions.....................................................................................................................................37
Table 4.9: Opinions of respondent on Leadership factors and Growth of Vocational Institutions
.......................................................................................................................................................38
Table 4.10: Pearson Correlation Matrix for Leadership factors and growth of Vocational
Institutions.....................................................................................................................................41
Table 4.11: Opinions of respondent on the Knowledge management and performance of
Procurement Unit...........................................................................................................................42
Table 4.12: Pearson Correlation Matrix for Knowledge management and growth of Vocational
Institutions.....................................................................................................................................46
ix
LIST OF FIGURES
Figure 1.1: Factors that affect growth of Public vocational training institutions in Kampala
district..............................................................................................................................................8
Figure 4.2: Age of the respondents................................................................................................29
Figure 4.3: Highest Level of Education.........................................................................................30
Figure 4.4: Work Experience........................................................................................................31
x
LIST OF ACRONYMS AND ABBREVIATIONS
BTVET: Business, Technical, Vocational Education and Training
CTE: Career and Technical Education
GoU: Government of Uganda
KM: Knowledge Management
RMT: Resource Mobilization Theory
SDGs: Sustainable Development Goals
SES: Socioeconomic Status
STEM: Science, Technology, Engineering and Mathematics
TAPTVIU: Public vocational training institutions, Association of Public Technical
and Vocational Institutes of Uganda,
TVET: Technical and Vocational Education and Training
VE: Vocational Education
xi
ABSTRACT
The study focused the factors that affect growth of Public vocational training institutions in
Kampala district, Uganda with a case study of selected Vocational Institutions in Nakawa
Division. Literature study was based on the following objectives; to examine the relationship
between socio-economic factors and growth of Vocational Institutions in Nakawa Division; to
determine the relationship between leadership factors and growth of Vocational Institutions in
Nakawa Division and to determine the relationship between knowledge management and growth
of Vocational Institutions in Nakawa Division. The study adopted A cross-sectional survey were
both qualitative and quantitative approaches were used. Out of 80 questionnaires issued, 68 were
returned fully completed, constituting (79%). On the other hand, the researcher held (07)
interview sessions, out of the planned (10), resulting in a (70%) percentage return. The findings
established that Socio-economic factors had a positive significant relationship with growth of
Vocational Institutions in Nakawa Division. The positive relationship meant that Socio-economic
factors had a positive contribution on growth of Vocational Institutions in Nakawa Division
whereby improvement in Socio-economic factors caused an increase in growth of Vocational
Institutions in Nakawa Division and vice versa. The study findings revealed that there was a
positive significant relationship between Leadership factors and growth of Vocational
Institutions. Finally the study findings revealed that there was a positive significant relationship
between knowledge management and growth of Vocational Institutions. The study concluded that
the government of Uganda is committed to vocational Educational since it has great impact on
human resource development. This can be supported by the government’s funding to vocational
education every year in out; it was concluded that some principals actually value employee
involvement yet minority preferred not to involve employees in decision making and
management was fully involved in planning for knowledge management within the Institutions.
The study recommends that there is a need for the government to priorities vocation education.
This would best be done through equipping libraries and learning resource centers in vocation
training centers; Government should set aside a sizeable budget to finance vocational training
centers as well as employment of qualified tutors to such institutions to enable skill acquisition to
learners; employees should be involved in decision making as this helped in aligning individual
goals to institutional goals which will in turn improve performance.
xii
CHAPTER ONE
INTRODUCTION
1.1 Introduction
The importance of Technical and Vocational Education and Training (TVET) in nation building
cannot be over-emphasized. TVET has been recognized as constituting a vital segment of Ghana
educational system and human resource development initiative for producing the requisite skilled
manpower needs for Ghana’s overall development (Baah-Wiredu, 2018). Indeed, technical and
vocational education is Major Avenue for industrial development as well as for economic and
social progress of any country. Technical Vocational Education and Training (TVET) and
Sustainable Development Goal (SDGs) are considered as aspects of change anticipating the
impact of globalization, technological change, trade liberalization, exports and Foreign Direct
Investment (FDI), environmental questions linked to climate change and the increased
international movement of labor (GoU, 2020). This research investigated the factors affecting
growth of Technical and Vocational Education and Training institutions with a case study of
selected institutions in Nakawa. The chapter includesd the background to the study, problem
statement, general and specific objectives of the study, research questions, hypotheses, scope,
justification, significance and definition of terms used in the study.
1.2 Background to the Study
The background of the study is explained in four perspectives which include, historical,
theoretical, conceptual, and contextual as elaborated below.
1.2.1 Historical background
Throughout history, vocational education has given students hands-on experience to prepare
them for employment. Some might say it all began in 626 BC with the Neo-Babylonian Empire
and its knack for apprenticeship-run education. Regardless of its true origin, today’s vocational
education is a well-developed schooling system which balances class time and work experience
(Connell, 1980). Vocational schools, also known as trade schools, career colleges, and technical
colleges, train students for skills-based careers. Those interested in careers such as event
planning, accounting, graphic design, plumbing, or law enforcement can study at a vocational
technical school. Career and Technical Education (CTE) results in either a certificate or
associate’s degree. Students who complete these programs are then ready to begin their careers
1
or earn their four-year degrees. The most notable development to U.S. vocational education came
in the early 20th century.
Many workplaces employed young people, but the United States passed its first child labor
law in 1916, which began to limit child labor. It was no longer so widely accepted for young
children to sit beside their parents and learn a trade hands on (many lobbyists deemed it unsafe
and cruel). In 1917, the Smith-Hughes Act became the first law to authorize federal funding for
vocational education programs in U.S. schools. It established vocational education as acceptable
training for certain future professionals who wouldn’t need bachelor’s degrees to do their jobs,
such as plumbers, mechanics, and factory workers. They completed their training in focused
vocational programs associated with high schools (Stenström & Virolainen, 2016).
Policy and practice on VET in Africa prior to independence was largely either a traditional
practice embedded in communities, or oriented by labor development strategies for primarily
extractive colonial states. Since independence, they have gone through three main post-
independence phases (McGrath 2018). While these are presented chronologically, there is also a
need to recognize their often concomitant or parallel development, and that all three were subject
to local resistance and adaptation. The ﬁrst of the three phases began around the point of
transition between colonialism and independence in the late 1950s and 1960s. The new
economics of education, and aspirations for widening education access in post-colonial states,
supported a massive increase in African schooling and a focus on development through
industrialization in the interests of state formation (McGrath 2018).
In Uganda, Vocational Education (VE) dates way back in the 1920s following the Phelps Stokes
Commission criticism of missionary education for being too academic and theoretical. Efforts
were then made by the colonial government to enforce teaching of VE subjects in secondary
schools (Ssekamwa, 2020). In 1940s, Second World War camps were converted into skills
training centers to mobilize and equip war veterans and children with skills for survival
(Sempijja, 2018). By the late 1950s, the Artisan Training Organization had been formed to assess
the competences of trainees. By 1970, a modern Vocational Training Institute had been
established to increase production of craftsmen to meet the country’s industrial demands
(Ssekamwa, 2020). Since the mid-2010s, the traditional drivers of government interest in VE
have been reinforced by the growing importance of skills for economic competitiveness,
concerns over the ability of the education system to supply the skills demanded by the privatized
2
and diversified economy (GoU, 2019; World Institution’s, 2020), the growing social demand for
post- primary education, the discovery of oil in the country, and the mass demonstrations in
urban areas largely swelled by unemployed youth. These forces have nudged government into
prioritizing VE in the current education reform trajectory. Consequently, the secondary
education curriculum has been reviewed several times to make it more responsive to labor
market demands (Education Abstract, 2019).
1.2.2 Theoretical background
This study was anchored on based on “Resource Mobilization Theory” (RMT) by Pfeiffer
(2011), which explains factors that could likely contribute to growth. The Resource Mobilization
Theory focuses on how groups organize and pursue their goals by mobilizing and managing
resources. It indicates that there are possible factors that condition mobilization which include
organization, leadership, and environment. Pfeffer, (2011) using the Resource Dependence
Theory goes on to highlight that actors lacking in essential resources would seek to establish
relationships with (be dependent upon) others in order to obtain needed resources.
Pfeffer (2011) affirm that acquiring the external resources needed by an organization comes by
decreasing the organization’s dependence on others and or by increasing other’s dependency on
it. That is taken to be modifying an organization’s power with other organizations and so the
relationships can either be within individual organization or between organizations as asserted by
Pfeffer (2011). Contemporary social movement scholars have put more focus on the processes by
which organizations have generated and utilized resources Levitas and Achidi, (2016). Knowing
that, the integration and clustering of resources have enabled organizations to carry out tasks that
have explained their existence. To this end, study hypotheses was developed and used to test the
compliance of Resource Mobilization Theory. Findings of the study will indicate that community
involvement, financial resources and training influence condition mobilization of resources
which in turn affects growth of an institution.
1.2.3 Conceptual background
Tum (2016) defines vocational education as formal training program that trains students for work
in a particular trade. Van ark (2012) further stipulates that vocational education is kind of
instruction intended to equip persons for industrial or commercial occupations. It may be
obtained either formally in trade schools, technical secondary schools, or in on- job training
programs.
3
Socio-economic factors; Socioeconomic Status (SES) is an economic and sociological
combined total measure of a person's work experience and of an individual's or family's
economic access to resources and social position in relation to others. When analyzing a family's
SES, the household income, earners' education, and occupation are examined, as well as
combined income, whereas for an individual's SES only their own attributes are assessed
(Farrant, Brad & Stephen, 2021). Recently, research has revealed a lesser recognized attribute of
SES as perceived financial stress, as it defines the "balance between income and necessary
expenses". Perceived financial stress can be tested by deciphering whether a person at the end of
each month has more than enough, just enough, or not enough money or resources. However,
SES is more commonly used to depict an economic difference in society as a whole (Aikens &
Barbarin, 2020).
Leadership styles; A leadership style is a leader's method of providing direction, implementing
plans, and motivating people (Legood, van der Werff, Lee, & Den Hartog, 2021). Various
authors have proposed identifying many different leadership styles as exhibited by leaders in
the political, business or other fields. A leader's conceptual abilities include agility, judgment,
innovation, interpersonal tact, and domain knowledge. Leaders are characterized as individuals
who have differential influence over the setting of goals, logistics for coordination, monitoring of
effort, and rewards and punishment of group members.
Knowledge Management; this is defined as the capacity to manage information, including
gathering knowledge from internal and external sources, transforming it into new strategies or
ideas, and implementing and preserving it (Salwan, Patankar, Shandilya, Iyengar & Thakur,
2023). Knowledge management is an organizational process of creating a centralized knowledge
source that enables acquiring, assimilating, distributing, integrating, sharing, retrieving and reuse
of internal and external, explicit and tacit knowledge to promote innovation in the organization
(Kaira & Phiri, 2022).
1.2.4 Contextual background
In 2018, Government of Uganda undertook a policy of mainstreaming roles and responsibilities
of the various line ministries. To this effect, all the training component in the various line
ministries, were officially transferred to Ministry of Education and Sports Ministry of Education
& Sports, (2012). This saw the re-structuring of the Ministry and hence the creation of the
Business, Technical, Vocational Education and Training (BTVET) sub-sector. With the newly
4
created sub-sector, vocational training institutions were strengthened in offering services to
nationals through imparting skills and knowledge. In the same vain, Uganda government
envisaged, as stated in the Poverty Eradication Action Plan (2014), that Public vocational
training institutions complement government efforts (public vocational training institutions) in
providing education and skills training. To further consolidate the efforts, a governing and
umbrella body of the Public vocational training institutions, Association of Public Technical and
Vocational Institutes of Uganda, (TAPTVIU) was formed in 2018 as a cooperation network of
Public vocational training institutions, as well as their platform for raising awareness, policy
dialogue and establishment of strategic alliances and partnerships. Registered membership of
Public vocational training institutions totals to 550, but with many more unregistered. Majority
of members were either founded by the church, non-government organization, or for- profit
organizations. In Uganda, Public vocational training institutions fall in categories of vocational
schools, vocational centres, and vocational institutes Ministry of Education and Sports, (2018).
In spite of the efforts, training institutions have continued to face the challenge of insufficient
resources and deteriorating infrastructure. Most Public vocational training institutions, if not all,
receive minimum or no support at all for their operations or development activities from Central
Government Johanson and Adams (2014). This leaves the owners of the institutions and the
direct beneficiaries, (trainees majority from poor and vulnerable families) to continue financing
and maintaining the training Haan, 2011; Johanson and Adams, (2014). This has incidentally
proved complex to manage and so expensive owing to the necessary training materials,
expensive equipment, and high facility operations and maintenance obligations, enhancing the
risk of institutions to close.
1.3 Problem statement
Public vocational training institutions in Uganda range from institutions which are remarkably
well organized and effective. With increasing hardship in enhancing the share of the total
resources going into vocational training in Uganda (Ministry of Education and Sports, 2020),
there are difficulties of growth faced by vocational training institutions. These are reflected in
form of insufficient resources like training materials and deteriorating or non-functioning
infrastructure like workshops. Budget releases for Business, Technical, Vocational Education
and Training sub-sector expressed in percentages, for financial year 2017/18 amounted to 5.98%,
financial year 2018/19 amounted to five point six one percent (5.61%) and in financial year
5
2019/20 it amounted to four point four six percent (4.46%). And yet the primary sub-sector
budget releases for financial year 2017/18 amounted to sixty-two point two seven percent
(62.27%), in financial year 2018/19 amounted to sixty-two point six percent (62.66%) and in
financial year 2019/20 amounted to sixty-three point seven one percent (63.71%) (Ministry of
Education & Sports, 2020). Despite the above efforts, Public vocational training institutions still
lacks sufficient number of trainers with the required trainers’ competences; limited industry
participation; and inadequate research support services (GoU, 2019). Furthermore, negative
perceptions of TVET; low enrolment for females in Science, Technology, Engineering and
Mathematics (STEM) related courses and unfriendly environment for people with special needs.
Furthermore, there is uncoordinated admission of students to TVET institutions (GoU, 2019).
Many communities today are facing financial constraints which may be caused by different
factors such as low or declining enrolments, increasing cost of materials, high taxes, unfavorable
policies and increasing competition among themselves. All these may affect the growth of
vocational institutions including provision of training materials in workshops or teaching in
classrooms or lecture theatre (GoU, 2020). It is against this background that the study will
determine the factors that affect growth of Public vocational training institutions in Kampala
district, Uganda with a case study of selected Vocational Institutions in Nakawa Division.
1.4 Purpose of the study
The purpose of the study was to determine the factors that affect growth of Public vocational
training institutions in Kampala district, Uganda with a case study of selected Vocational
Institutions in Nakawa Division.
1.5 Specific objectives
i. To examine the relationship between socio-economic factors and growth of Vocational
Institutions in Nakawa Division
ii. To determine the relationship between leadership factors and growth of Vocational
iii. To determine the relationship between knowledge management and growth of Vocational
1.6 Research question
i. What is the relationship between Socio-economic factors and growth of Vocational
6
ii. What is the relationship between leadership styles and growth of Vocational Institutions
in Nakawa Division
iii. What is the relationship between Knowledge Management and growth of Vocational
1.7 Hypothesis
H1: There is a positive significant relationship between socio-economic factors and growth of
Vocational Institutions in Nakawa Division
H2: There is a positive significant relationship between leadership styles and growth of
H3: There is a positive significant relationship between knowledge management and growth of
1.8 Conceptual Framework
According to Swaen and George (2022), conceptual framework illustrates the expected
relationship between study variables. It defines the relevant objectives for your research
process and maps out how they come together to draw coherent conclusions. In this case the
independent variable is Factors and the dependent variable is Growth of Vocational institutions
Independent Variable Dependent variable
(Factors)
Socio-economic factors
Growth of Vocational institutions
 Funding
H1
 Community involvement
 Attitude of students  Resource availability
Leadership styles  Infrastructure operation
 Democratic H2  Maintenance of facilities

 Autocratic leadership  Recruitment of quality tutors
 Laissez Faire
H3
Knowledge Management
 Knowledge acquisition
 Knowledge sharing
 Knowledge application
7
Source: Adopted from Pfeffer (2011) and modified by the researcher (2021)
Figure 1.1: Factors that affect growth of Public vocational training institutions in Kampala
district
From the figure above, the independent variable is factors which are measured in terms of socio-
economic factors with subthemes of funding, community involvement and attitude of students,
Leadership styles with subthemes democratic, autocratic leadership and laissez faire and
Knowledge Management with subthemes knowledge acquisition, knowledge sharing and
knowledge application. The dependent variable is Growth of Vocational institutions measured
in terms of resource availability, infrastructure operation, maintenance of facilities and
recruitment of quality tutors.it is hypothesized that any changes in the independent variables will
changes to the dependent.
1.9 Justification of the study
Despite the high figures of vocational trainees/ graduates, the vocational training institutions
continue to face challenges of insufficient resources and deteriorating infrastructure leading to
risk of institution closing. It is from a combination of high numbers of established Public
vocational training institutions but with deteriorating state, high numbers of unemployed and or
under-employed youth of working age and influence of institution ownership on funding that the
researcher will find justification and urgency to undertake the study. These included; difficulty
in identifying the supremacy of a specific community involvement over another in affecting an
organization’s growth, identification of effective structures and clear procedures required to
guide the process of mobilizing resources, how government policies can affect performance of
Public vocational training institutions and in which ways institution owners are likely to
influence sustenance of Public vocational training institutions.
1.10 Significance of the study
Policy makers: Recommendations made from this research are to facilitate policy makers with
key issues for consideration regarding development of policies and guidelines in line with
growth of Public vocational training institutions in the country.
MoES: Secondly, the direct beneficiaries, heads or proprietors of the Public vocational training
institutions are expected to access the needed information about financial resources and effective
community involvements to be employed in attaining growth.
8
1.11 Scope of the study
This section covered the content scope, geographical scope and time scope
1.11.1 Content scope
This study intends to investigate the factors that affect growth of public vocational training
institutions in Nakawa. The independent variable considered socio-economic factors, socio-
economic factors and knowledge management whereas the dependent variable considered
resource availability, infrastructure operation, maintenance of facilities and recruitment of
quality tutors.
1.11.2 Geographical Scope
This study was conducted in selected Public vocational training institutions located Nakawa
Division found in Kampala. This area is chosen because Public vocational training institutions
still lacks sufficient number of trainers with the required trainers’ competences; limited industry
participation; and inadequate research support services (GoU, 2019).
1.11.3 Time Scope
The study took into consideration literature from 2018 to 2023. This is the period when it was
observed that there is luck of growth in vocational training institutions due to budget cuts.
1.12 Operational definitions of key terms and concepts
For the purpose of this study, the following terms have been defined as follows:
Growth refers to the process of increasing in size in relation to institutional structures.
Mobilization: This refers to the process of acquiring tangible resources in the different forms.
Vocational training: is the development of a particular skill(s) and related knowledge required
by a specific occupation or group of occupation.
Public vocational training institutions: These included categories of Public vocational training
schools, centers, and institutes.
Community involvement: It is a manner in which a leader conducts his/her leadership roles to
attain the organization goals.
9
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter focuses on the literature review relevant to the study. It has been handled objective
by objective, reflecting both independent (factors) and dependent (growth) variables. It further
considers the theoretical review, in which the two concepts (factors and growth) was studied and
the guiding theories of the study was discussed in view of contributions made by earlier scholars.
2.2 Theoretical Review
The theoretical framework was based on the Resource Mobilization Theory” (RMT) by Pfeffer
(2011), which explains factors that could likely contribute to growth. The Resource Mobilization
Theory focuses on how groups organize and pursue their goals by mobilizing and managing
resources. It indicates that there are possible factors that condition mobilization which include
organization, leadership, and environment. Pfeffer, (2011) using the Resource Dependence
Theory goes on to highlight that actors lacking in essential resources would seek to establish
relationships with (i.e., be dependent upon) others in order to obtain needed resources.
Pfeffer (2011) affirm that acquiring the external resources needed by an organization comes by
decreasing the organization’s dependence on others and or by increasing other’s dependency on
it. That is taken to be modifying an organization’s power with other organizations and so the
relationship cans either be within individual organization or between organizations as asserted by
Pfeffer (2011). Contemporary social movement scholars have put more focus on the processes by
which organizations have generated and utilized resources Levitas and Achidi, (2016). Knowing
that, the integration and clustering of resources have enabled organizations to carry out tasks that
have explained their existence. To this end, study hypotheses was developed and used to test the
compliance of Resource Mobilization Theory. Findings of the study will indicate that community
involvement, financial resources and training influence condition mobilization of resources
which in turn affects growth of an institution.
2.3 Related Review
In view of the study, related literature considering the contributions made by earlier scholars in
the area of growth of Public vocational training institutions and the factors that affect it was
reviewed
2.3.1 Socio-economic factors and growth of Vocational Institutions
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Many students face an economic challenge because they come from poor families of households
which have very low income. In some cases take socio-economic exclusion from the
communities where they live so in this case the students are merely struggling to survive or to
meet basic needs will find it very hard to regular attention on the vocational engineering skills
training programmes between the university and the community they may attend the training
with lack of confidence and frequent absenteeism due to financial difficulties that would be
associated with transport, food, accommodation and other forms of communication or basic
requirements for the training programmes (GoU, 2020). On the other hand, universities face
difficulties in planning and managing university community students training activities due to
budget problems Many universities today are facing financial constraints which may be caused
by different factors such as low or declining enrolments, increasing cost of materials or supply
such as food items, high taxes, unfavorable policies and increasing competition among
themselves. All these may affect the welfare of students including provision of training materials
in workshops or teaching in classrooms or lecture theatre.
Similarly, local communities face socio-economic problems which may present different types of
challenges that may affect the effective and efficient planning as well as management of any
joint training programme that are intended to equip university vocational engineering students
with marketable or employable professional skills at the end of their university graduation (GoU,
2020). One of the main challenges which many communities face is caused by Knowledge
Management such as attitudes, perceptions and behavior which may seem to be in conflict with
experience of the university student who comes to the local community to perform training
skills. There are classes of different cultures, level of education on and communication skills that
may in some cases promote misunderstanding between the universities and the community
members who are expected to work as collaborators. From economic point of views, many local
communities may face with different types of economic problems which affect their incomes for
household or family businesses or investments and also for educating their children up to the
university level as a result; many communities are generally illiterate or not very familiar with
the value of university education at household level. This presents special problems in a situation
where communities are expected to host trainings of the university vocational engineering
students in their localities. The communities expect direct financial benefit from universities in
the implementation of the training project but their expectation may not be met to their
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expectations because universities consider the training to be the benefit to the communities as a
result, they are reluctant to contribute money or cash to the communities. Many universities are
also straps that make it difficult for them to consider making and direct payment to the locals
except in a few cases of those who are servicing in the training project.
Magano (2018) discovered that subsidizing is the component that could decidedly add to the
accomplishment of the venture and demonstrated that the budgetary need of the venture ought to
be reflected in both the arranging and execution proposition. In measuring the achievement and
disappointment of neediness easing ventures, accessibility of venture subsidizing uncommonly
concentrating on contrasting the measure of cash required with begin the venture with that got
ought to be viewed as (Agus, Yogie & Heri, 2022). The accessibility of nonstop financing,
straightforwardness and dedication of individuals from administration are additionally viewed as
progress elements of destitution easing ventures (PAPs). Tshitangoni (2018) opines that absence
of fundamental business practices, for example, record keeping and poor business records
affected contrarily to neediness lightening ventures and came about because of absence of
preparing on business administration abilities.
An attitude has three components: an emotional response, beliefs regarding the subject and
behaviour towards the subject (Chambers (2019). From this point of view an individual’s attitude
towards technical and vocational education is defined in a more articulated way by the emotions
that he/she associates with technical and vocational education (which, however, have a positive
or negative value), by the beliefs that the individual has regarding technical and vocational
education, and by how he/she behaves (Agus, Yogie & Heri, 2022). If we choose this point of
view, a negative attitude is not only an attitude characterized by a negative emotional disposition
(“I don’t like technical education”), but also an attitude characterized by an incorrect view of the
discipline, (for instance, a vision of the discipline that is not shared among experts). This multi-
faceted definition was adopted in this study, where attitude “represents an emotional reaction to
an object, to beliefs about the object, or to behaviour towards the object”. So, this review uses
distinct constructs to assess attitudes: affects (feelings towards technical and vocational
education); cognition (perceptions and information regarding technical and vocational
education); and behavioral intentions and actions with respect to technical and vocational
education, and perceived behavioral).
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In a recent comment by Mugema (2021) a veteran electrical technician, indicated that Ugandans
have a negative attitude towards technical and vocational education. He therefore advised that
parents need to change this attitude and encourage their children to take technical careers that
assure self-employment. The prevailing attitude of students, teachers, parents, policy makers and
the society in Uganda towards the teaching of technical and vocational skills can be traced as far
back as the colonial period and immediately after independence. During the colonial period, the
Protectorate Government never wanted to get involved in teaching practical skills in primary and
secondary schools. That notwithstanding, even it took them long to be involved in education
system in Uganda.
2.3.2 Leadership styles and growth of Vocational Institutions
Autocratic leadership is also otherwise known as authoritarian leadership, which is a leadership
style deemed as controlling type by most individuals. This is attributable to all decision-making
and strategic implementations being made solely by the leader or with little input from the group
members (Yu et al., 2022). Although this leadership style can kill any sense of creativity among
the team members, it is somehow beneficial in some instances, an example being when decisions
have to be made quickly without consulting an associated large group of people. A discussion in
such circumstances will require meetings, which will have to be arranged according to the
schedules of all members and thus deemed too time-consuming for making an urgent decision
(Ahmad, Abdulhamid, Wahab, Pervaiz & Imtiaz, 2022). Additionally, some job tasks may
require excellent leadership to complete them quickly and effectively. For example, marking and
releasing students’ results in public vocational institutions require the faculty and school deans to
assume an autocratic leadership method to have results released on time rather than consulting
with the University’s top management first. If not attended to immediately, the dissatisfaction
level shown by the students could become even higher.
Ali, Wang and Johnson (2020) contend that the autocratic leader is the only one who can make
policy decisions and allocate responsibilities to people without their input, here leaders rule by
decree, and subordinates are expected to follow their orders without question. These leaders
require their staff to carry out their orders (Iivari, Sharma & Ventä-Olkkonen, 2020). Such terms
like terms domineering, directive, dictatorial, coercive, or authoritarian are also used to describe
this style of leadership. The process of making decisions is centralized, and autocratic leaders
take full responsibility for making those decisions and overseeing the performance of their
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subjects. Follower’s Praise and criticism are significant factors in authoritarian rule. Typically,
authoritarian leaders never take their followers' suggestions into account and always make
choices on their thoughts and beliefs (Al-Kubaisi, Shahbal & Khan, 2022). However, anger and
resistance may result if choices are taken covertly and then simply imposed upon the employees,
as this demoralizes them and makes them feel excluded from the organization, which negatively
impacts the institution's performance.
The autocratic leadership style, according to Asgari, Mezginejad and Taherpour (2020), can be
divided into two sub-styles. One of these is the directive autocratic style, which involves
excessively task-focused unilateral decision-making and close group member supervision to
ensure that assigned tasks are completed as intended. The permissive autocratic sub-style is the
other, and it involves making decisions on your own and allowing group member’s considerable
freedom in how they carry out their duties. What should be noted, however, is the fact that
Astuti, Fitria and Rohana (2020) highlighted these leadership styles when associating leadership
philosophies with organizational performance in Ugandan public vocational institutions. The
management style is based on controlling employees, however controlling them too strictly can
also demotivate them and lower their morale at work, which eventually affects performance.
Democratic leadership style takes into consideration and solicits the inputs and ideas of those
being led. At a later stage, therefore, the contributions from the subordinates would then be
given specific evaluation before making the final decision (Avidov-Ungar, Shamir-Inbal, &
Blau, 2022). Therefore, the leadership style entails involving one or more team members in the
decision-making process (determining what to do and how to do it). The leader nevertheless
retains the power to make the ultimate or final decision. Adopting this approach will earn the
leader respect from the staff rather than being a show of weakness (Batchenko, Dielini &
Honchar, 2020). This is normally used when you have part of the information, and your
employees have other parts. Note that a leader is not expected to have all the answers; this is why
there is a need to hire skilled and competent employees. Using this style is of mutual benefit; it
allows employees to become part of the team and allows the leader to make better decisions.
According to Yu et al (2022), employee commitment reflects the quality of leadership in the
organization. Therefore, it is logical to assume that leadership behavior would have a significant
relationship with organizational commitment. Previous research suggests a positive direct
relationship between leadership behavior and organizational behavior. However, it is not only
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leadership that determines employee commitment to the organization; both authors agree that
leadership influences employee commitment but other factors such as salary, and work
environment, among others, influence employee commitment (Wilson, 2020). Thus, supportive
leaders are always paid back in form of commitment from staff since this improves the overall
work environment and eventually leads to improved organizational performance.
Laissez-faire leaders give staff little attention and pay little attention to how tasks are carried out.
The team has a lot of liberty and power because the leader is thought to use his influence
sparingly (Al-Malki & Juan, 2018). The group receives responsibility for results from the leader.
She or he allows subordinates to define individual duties, choose how to accomplish the goals,
and control the pace of work. Only a method of informing the team of pertinent information
before producing the final product is approved by the team's leader. The Laissez-faire style is
exceptionally a hands-off style in which people are presumed to be unpredictable and trying to
understand them is said to be a waste of time (Al-Khaled & Fenn, 2020). As a result, it is
expected that a leader maintains a low profile, is respectful and obedient and doesn't cause any
stirs. However, this style is suitable in a work environment where the team and leaders have
similar intent, and expectations, and take the same course of direction where the leader has trust
for all team members. It is fitting for high-performing teams with sufficient self-drive without
the leader’s intervention.
2.3.3 Knowledge Management Practices and growth of Vocational Institutions
Acquisition relates to an organization’s capability to recognize, obtain knowledge that is internal
as well as external that is important and relevant to its operations (Di Vaio, Palladino, Pezzi &
Kalisz, 2021). Knowledge acquisition was looked at in terms of a process associated with the
development and acquisition of skills and expertise as well as perceptions and understandings
necessary to achieve organisational objectives. According to Alyammahi, Hilmi, Abudaqa,
Almujaini, (2022), knowledge acquisition is assumed to take place at the individual, team, and
organisational level. Benefits that accrue from acquisition of knowledge at these three levels can
be in terms of productivity, enhancement of creativity, reduction of response times as well as
improvement in decision making.
Universities are a citadel of learning and knowledge and therefore academic and nonacademic
staff has been able to acquire knowledge overtime through avenues such as training and
development, educational seminars, conferences as well as workshops (Abudaqa, Hilmi &
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Dahalan, 2021). However, they highlight the challenge in managing this knowledge pointing out
inadequate planning which makes it quite difficult to manage. The net result of this is that a lot
of staff retires leaving a knowledge gap. This could leave top management at the apex of
decision making. Since knowledge management practices identified with knowledge acquisition
in organizations are those identified with getting information organizations use external sources
such as hiring people with the required knowledge or purchasing research documents (Ceci et al
2021).
Cabrera and Cabrera (2005) the author of Fostering Knowledge sharing through people
management practices, asserts that building of human capital and managing knowledge is vital
for organisational success. According to Abdel-Rahman and Ayman (2011) Knowledge sharing
is part of the knowledge management system of an organisation. Sharing of knowledge in
organizations is a very vital initiative if the organisation seeks to have leverage in terms of
improving performance in other organizations (Abudaqa, Hilmi & Dahalan, 2021). Chaudhry
(2021) underscores the importance of deploying effective strategies in organizations that support
knowledge sharing actions and these only occur if there are factors that aid the knowledge
transfer process. The effective implementation of knowledge sharing practices in organizations
to elaborate knowledge management has been regarded as an important topic of research.
Knowledge sharing is more desirable in knowledge based or intensive organizations like
Universities and research centers (Ceci et al 2021). The import of sharing knowledge in such
organizations brings out the best out of employees in terms of intellectual capital and the ability
to compete effectively in the global marketplace; especially the tacit knowledge created or
gained by scholars that act as the storehouse of academic institutions knowledge (Jones, Herschel
& Moesel, 2023). Tacit knowledge sharing in Institutions of higher learning does occur with
academic, non-academic staff and as well as top management during meetings, workshops,
seminars, and conferences during which experiences are described and discussed.
Islam, Hasan, Ahmed & Ahmed (2020) study on the relationship between knowledge sharing
and performance rewards in a hospitality industry found out that individuals’ knowledge sharing
attitudes are correlated with the knowledge sharing culture of the organisation and also observed
that the knowledge sharing climate has a significant influence on organisational effectiveness.
This confirms the assertion by Kalling (2022) that organizations are influenced by organisational
cultures that play a major role in sharing of knowledge as employees are often encouraged by
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their organizations to both share and implement knowledge in the performance of important
tasks for obtaining definite competitive edge. Knowledge sharing between employees and
departments in Higher Educational Institutions ensures transfer of group and individual
knowledge into organisational knowledge. Cabrera and Cabrera (2020) posit that this leads to
effective knowledge management. However, tacit knowledge has no value unless individuals are
able to transfer it through exchange of ideas, beliefs, knowledge and experience and be able to
execute tasks through teamwork, informal discussions among employees.
2.4 Summary of literature review
The reviewed literature and theories, though with wide and divergent aspects, all attributed to the
importance and relevance of growth of Public vocational training institutions. However, from
literature review knowledge gaps were identified. These included; difficulty in identifying the
supremacy of a specific community involvement over another in affecting an organization’s
growth, identification of effective structures and clear procedures required to guide the process
of mobilizing resources, how government policies can affect performance of Public vocational
training institutions and in which ways institution owners are likely to influence sustenance of
Public vocational training institutions. The researcher therefore, considered the identified
knowledge gaps, presented and discuss the findings as in chapters four and five.
Literature on leadership styles is scattered and varied. Most certain styles of leadership such as
the democratic leadership style has been discovered to be the best suited to the employee with
management and service roles (Kehinde & Banjo, 2014; Rasool et al, 2015). Autocratic
leadership style on growth of public vocational institutions has also been found to be that kind of
leadership that kills any sense of employee creativity and so is decentralizing decision-making
processes leading to employee demoralization and hence poor performance. However, it has
been identified to be efficient when carrying out certain job tasks within a shorter time frame.
Laissez-faire leadership style on growth of public vocational institutions has been discovered to
be appropriate among staffs who work in teams while others report a negative effect on growth
of public vocational institutions (Aboushaqah et al., 2015).
Concisely, the shreds of evidence from the literature reviewed show mixed results on the
association of leadership styles and growth of public vocational institutions and lack of
consistency. Most of the literature examined leadership styles and employee job performance in
non-University contexts such as Institutions, hospitals, and Vocational Institution s and little has
17
been done on Public vocational institutions. Furthermore, the literature does not demonstrate the
underlying leadership processes and mechanisms that affect employee job performance in public
vocational institutions. Such and more form the knowledge gaps in literature because they are
unexplored, under-explored, or outdated.
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CHAPTER THREE
METHODOLOGY
3.1 Introduction
This chapter presents and describes the approaches and techniques the researcher used to collect
data and investigate the research problem. This includes research design, study population,
sample size and selection, sampling techniques and procedure, data collection method, data
collection instruments, data quality control (validity and reliability), procedure of data collection,
data analysis and measurement of variables and ethical considerations.
3.2 Research Design
The study used a cross sectional survey design. A cross-sectional survey is suitable for such a
study to enable observing phenomena at a single point in time. This design was used because it
allows you to collect data at a single point in time, cross-sectional studies are relatively cheap
and less time-consuming than other types of research. Cross-sectional studies allow you to
collect data from a large pool of subjects and compare differences between groups. While using
the cross-sectional design, the study applied both qualitative and quantitative approaches to
collect detailed facts Sileyew (2020). By using the quantitative approach, the study will describe
numerical data, statistics and statistical inferences which focused on relationships between
variables (Žukauskas et al., 2018). The qualitative approach helped in collating narrative and
descriptive facts to make a deeper exploration the study interests
3.3 Study Population
According to Stratton (2021), a population is a complete set of the entire group or individuals
with a common observable characteristic. The respondents were from different categories of the
population who are participating in contributing to growth of the Public vocational training
institutions. The categories of the populations included; representatives of education agencies
(Education Planning department, Business, Technical, Vocational Education and Training
department, Directorate of Industrial Training), Association of Public Technical and Vocational
Institutes of Uganda head office, and MoES and UNEB and Directors / board members of the
Public vocational training institution (Public Vocational Institutions, 2021).
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3.4 Sample size determination
This refers to the number of items being selected from the universe to constitute a sample
(Kothari, 2019). The sample size of the population in this study is obtained using the Morgan and
Krejcie as illustrated in the 3.1 below:
Table 3.1: Sample size and sampling techniques
Population category Population Sample size Sampling techniques
Directors 05 05 Purposive sampling
MoES and UNEB 05 05 Purposive sampling
Instructors/tutors 100 80 Simple random sampling
Total 110 90
Source: Public vocational training institutions, Human Resource, Departmental Report,
2021)
3.5 Sampling techniques and procedures
3.5.1 Simple random sampling
Simple random sampling is a type of probability sampling in which the researcher randomly
selects a subset of participants from a population. Each member of the population has an equal
chance of being selected. Data is then collected from as large a percentage as possible of this
random subset. This sampling technique was used because it ensures that every member has an
equal chance of being recruited into the sample and also eliminates bias in data collection
(Thomas, 2020). The study used simple random sampling to select Instructors/tutors. Through
use of this technique, Instructors/tutors were used as study population from which a small sample
shall be drawn. To ensure the validity of the findings, every individual selected participated in
the study through filling the questionnaires that were given to them.
3.5.2 Purposive sampling
Purposive sampling is a non-probability method for obtaining a sample where researchers use
their expertise to choose specific participants that helped the study meet its goals (Nikolopoulou,
2022). These subjects have particular characteristics that the researchers need to evaluate their
research question. In other words, the researchers pick the participants “on purpose” (Thomas,
2020). This helped the researcher to select significant respondents to provide in depth
information which was used to analyze and triangulate data collected from the respondents. This
technique is considered since it is less costly and saves time; it enabled the researcher to acquire
20
an in-depth understanding of the problem and to gain richer, useful and focused information.
Purposive sampling was used to select MoES and UNEB and Directors.
3.6 Data collection methods
The study was categorized into secondary and primary data collection method. Quantitative and
qualitative methods were utilized to collect primary data. The study used both primary and
secondary sources of data collection. Quantitative and qualitative methods were utilized to
collect primary data (Taylor, 2021). Self-administered questionnaires supported the collection of
primary data.
3.6.1. Questionnaire Survey
According to Muhammad and Kabir (2018), a questionnaire is a method of survey data
collection in which information is gathered through oral or written questionnaires.
Questionnaires enabled the researcher to collect a large sample of information in a short time and
at a reasonably low cost and give similar or standardized questions to the subjects making it
easier for comparison and generalization. In this case questionnaires (with close ended questions)
were administered with aid of research assistants. The questionnaires were adopted because the
response option for a close ended question is exhaustive and mutually exclusive. The
questionnaires were self-administered to instructors/tutors. Questionnaires have advantages over
some other types of surveys in that they are cheap, and often have standardized answers that
make it simple to compile data.
3.6.2 Interviews
Interview is a conversation between two or more people where questions are asked by
interviewer to elicit facts or statements from the interviewee. It’s a person-to-person verbal
communication in which one person or a group of persons is interviewed at a time (Sileyew,
2019). Interviews were conducted because they have the advantage of ensuring probing for more
information, clarification and capturing non-verbal expressions of the interviewees. It gives the
researcher time to revisit some of the issues that have been an oversight in other instruments and
yet is deemed vital for the study. Personal interviews were conducted with MoES and UNEB and
Directors. The interviews capture questions on the independent and dependent variable and in the
course of interviewing, probing was applied so as to elicit a good response rate (George, 2022).
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3.7. Data Collection Instruments
Questionnaires and interview guide was used as the major tools for this study
3.7.1 Self-Administered Questionnaire
According to Muhammad and Kabir (2018), a questionnaire is a method of survey data collection
in which information is gathered through oral or written questionnaires. The questionnaires were
self-administered to Instructors/tutors to obtain required information for the study. The
questionnaires were adopted since they are easier to administer, less costly, timely and they
allow the aspect of confidentiality (Budianto, 2020). The researcher will design the
questionnaires in accordance to the study objectives and variables employed in the conceptual
framework. In this case close ended questions were administered to the respondents with aid of
research assistants. This was used to obtain their views in relation to the study phenomena
(Mutepf, 2019).
3.7.2 Interview Guide
Interviews guide is an alternative tool of data collection whereby researchers collect data through
direct verbal interaction while recording respondent’s answers using interview guide to
supplement other data collection methods (Budianto, 2020). Interviews were conducted with the
key informants such as MoES and UNEB and Directors who are well informed about the study
problem. This method was considered since it enabled the researcher to obtain in depth
qualitative information on the study phenomenon. This was further enriched this study by
providing more relevant information which might not have been obtained through the
questionnaires method as well as allowing further probing (Wang, 2018). The interview guide
was used by the researcher to have a face to face professional interaction with the respondents to
obtain comprehensive explanations of their perception this study.
3.8 Quality Control of data
Data quality techniques ensure that data collected is valid and reliable; the instrument was tested
to ensure validity and reliability.
3.8.1 Validity of instruments
Validity basically means “measure what is intended to be measured” (Bannigan & Watson,
2018). In this study, validity was measured empirically. Conceptual empirical confirmation of
validity, also called pragmatic validity shall be done to compare information obtained on study
themes using evidenced facts and outcomes found in reality from the primary data that is
22
gathered. Primary data sources were triangulated as indicated by combining respondent’s
categories Instructors/tutors and MoES and UNEB and Directors to improve content validity.
However, since social variables have no obvious facts or outcomes, the primary data gathered
was subjected to further conceptual or constructs confirmation of validity. Conceptual
confirmation of validity is conferred from the conceptual evidence the extent to which the
variables relationship is consistent with the deductions in the theoretical review of literature
(document review) (Bannigan & Watson, 2018). Quantitatively, to establish validity the
researcher conducted the content validity index (CVI) test to check the validity of the
questionnaire contents. The CVI is computed using the following formula.
CVI = No. of items rated relevant
Total no. of items
Table 3.2: Results of content validity for research tools
Dimensions No of Items Relevant CVI
Socio-economic factors 06 05 0.888
Leadership factors 08 07 0.875
Knowledge management 07 06 0.857
Growth of Vocational Institutions 10 07 0.7
Source: Primary Data (2023)
Table 3.2 presents averages of 100 and (1 respectively) on all four variables had a CVIs that
were above 0.7, imply that the tool was validity since it was appropriately answering / measuring
the objectives and conceptualization of the study. According to Mugenda & Mugenda (2003), the
tool can be considered valid where the CVI value is 0.7 and above as is the case for all the four
variables provided above.
3.8.2 Reliability of instruments
Reliability refers to the likelihood of getting the same results over and over again if a measure
was repeated in the same circumstances. Reliability ensures that measures are free from error so
that they gave same results when repeated measurements were made under constant conditions.
In line with this, the researcher used a heterogeneous population and participants drawn from
across-section of stakeholders who was involved in the management of Public vocational
training institutions. The instruments were pre-tested by selection of a few staff members who
will review and improve it, to ensure reliability before it was really applied in the study ( Yusoff,
23
2019). The researcher personally administered the questionnaires to the participants and was
available for consultations and explanations while the participants fill in the data. The researcher
checked the questionnaires to ensure that all the questions are answered appropriately. The pre-
test contributed to the credibility, dependability and trustworthiness of the questionnaires. The
findings from the test were coded in the SPSS, a computer package to test for reliability at the
Cronbach’s alpha coefficient so as to assess the internal consistency above 0.70.
Table 3.3: Reliability test results of research instruments.
Study variables Cronbach’s Alpha
Socio-economic factors 0.850
Leadership factors 0.986
Knowledge management 0.876
Growth of Vocational Institutions 0.765
Average Cronbach Alpha coefficient for variables 0.869
The reliability of instruments was established using Cronbach Alpha Coefficient which tests
internal reliability and the average reliability test result for research was 0.869 which is
recommended as given above in Table 3.3.
3.9 Data Collection Procedure
A letter of recommendation from the Uganda Management Institute (UMI) to Public vocational
training institutions was obtained. After successful defenses, the researcher will guarantee
respondents the confidentiality of their data. Respondents was given time to complete the study
questionnaire. The data collection process involved two main activities: collecting data and
displaying data. Data was collected by the researcher using questionnaires and interviews.
Questionnaires are preferred by researchers because they are inexpensive to manage, can be
filled out as the respondents like, and can quickly collect information from multiple respondents.
Face-to-face interviews are a more personal form of study, as interviewers worked directly with
respondents and interviewers asked follow-up questions, especially because it was generally
easier for respondents.
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3.10. Data Analysis Technique
Data was analyzed both quantitatively and qualitatively.
3.10.1 Quantitative data analysis
According to Borgstede and Scholz (2021) Quantitative data analysis is a form of research that
relies on the methods of natural sciences, which produces numerical data and hard facts.
Quantitative data analysis involved use of both descriptive and inferential statistics by using
Statistical Package for Social Scientists (SPSS) for analysis. Descriptive statistics describes the
characteristics of a data set. It is a simple technique to describe, show and summarize data in a
meaningful way. Descriptive statistics entailed determination of measures of central tendency
such as mean, standard deviation; frequency distributions; and percentages. Data was processed
by editing, coding, entering, and then presented in comprehensive tables showing the responses
of each category of variables. In Inferential statistics focused on making predictions about a large
group of data based on a representative sample of the population. Correlation analysis was used
to show the relationship between independent variables and a dependent variable (Marsh et al,
2020)
3.10.2 Qualitative data analysis
Borgstede and Scholz (2021) defined qualitative data analysis as one which provides insights and
understanding of the problem setting. Content analysis is a research method used to identify
patterns in recorded communication (Luo, 2022).To conduct content analysis, the researcher
systematically collected data from a set of texts, which can be written, oral, or visual (Books,
newspapers and magazines, Speeches and interviews). The researcher used content analysis
to find out about the purposes, messages, and effects of communication content. Content analysis
was used to quantify the occurrence of certain words, phrases, subjects or concepts in a set of
historical or contemporary texts (Marsh et al, 2020).
Thematic analysis is a method of analyzing qualitative data. The researcher closely examines the
data to identify common themes, topics, ideas and patterns of meaning that come up repeatedly
(Caulfield, 2022). There are various approaches to conducting thematic analysis, but the most
common form follows a six-step process: familiarization, coding, generating themes, reviewing
themes, defining and naming themes, and writing up. Following this process helped the
researcher to avoid confirmation bias when formulating your analysis.
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3.11 Measurement of Variables
According to IvyPanda (2020), measurement variable is an unknown attribute that measures a
particular entity and can take one or more values. It is commonly used for scientific research
purposes. Measurement variables are categorized into nominal, ordinal. A nominal variable is a
type of variable that is used to name, label or categorize particular attributes that are being
measured. A nominal variable is one of the 2 types of categorical variables and is the simplest
among all the measurement variables. Some examples of nominal variables include gender,
Name, phone, among others (Bhandari, 2022). The five point Likert type scale (1- strongly
disagree, 2-disagree, 3-not sure, 4- agree and 5-Strongly agree) was used to measure the
independent variable (factors) and the dependent variable (growth of public vocational
institutions). The Likert scale was used in data collection to measure sentiments and respondents’
perception as per the formulated variables. Ordinal and Nominal types of measurements was
used to measure variables on the scale of 1-5, represented by strongly disagree, disagree, not
sure, agree and strongly agree.
3.12 Ethical Considerations
According to Fleming (2018), ethical issues refer to the integrity in the production of knowledge,
as well as the dignity welfare of the researched.
Confidentiality and privacy: It refers to the obligation of an individual or organization to
safeguard entrusted information. The research participant’s privacy was assured by the
researcher, who kept all the information safely locked up during the research process.
To ensure privacy, the respondents were informed upfront that indeed their names were not be
required, that they have the right to leave questions unanswered for which they do not wish to
offer the requisite information, and that the study would not put the respondent under pressure if
this happens.
Informed Consent: The researcher sought informed consent before conducting the data
collection process. The requirements of informed consent for research are that the respondents or
subject must be competent to understand and decide, receives a full disclosure, comprehends the
disclosure, acts voluntarily, and consents to the proposed action which this study adhered to.
Plagiarism is presenting someone else's work or ideas as your own, with or without their
consent by incorporating it into your work without full acknowledgement. All published and
unpublished material, whether in manuscript, printed or electronic form, is covered under this
26
definition. This was minimized by paraphrasing, citing, quoting, citing quotes, citing own
material, and referencing.
Voluntary participation: The research participants were informed that their participation in the
study was not to be rewarded in anyway; it was entirely on voluntary basis. All the research
participants were informed of their rights to refuse to be interviewed, or to withdraw at any point
for any reason, without any prejudice or explanation.
27
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS
4.1 Introduction
This chapter presents analyses and interprets results. The findings are presented according to the
objectives of the study. The study investigated the factors that affect growth of Public vocational
training institutions in Kampala district, Uganda with a case study of selected Vocational
Institutions in Nakawa Division. The objectives of the study were to examine the relationship
between socio-economic factors and growth of Vocational Institutions in Nakawa Division, to
determine the relationship between leadership factors and growth of Vocational Institutions in
Nakawa Division and to determine the relationship between knowledge management and growth
of Vocational Institutions in Nakawa Division.
4.2 Response Rate
The response rate of the study is presented in Table 4.4 below
Table 4.4: Response Rate
Instrument Target Actual Response Response rate
Questionnaire 80 68 85
Interview 10 07 70
Targeted 90 75 83
Source Primary Data (2023)
From Table 4.4 above, out of the 80 distributed 68 were returned correctly filled representing
79%. Out of the 10 respondents that were targeted for interviews, 07 were interviewed implying
a response rate of 70%. The overall response rate was 83%. This response rate was deemed well
enough since it was over and above the 50% recommended by Amin (2005).
4.3 Findings on background information of the respondent
The demographic characteristics (education level, sex, among others) for the 68 respondents
were examined and findings are presented in the next subsection.
4.3.1 Sex characteristics of the Respondents
The sex characteristics of respondents were investigated for this study, and findings are
presented below.
28
Table 4.5: Gender of respondents
Category Frequency Percentage
Male 45 66
Female 23 34
Total 68 100
From Table 4.5 above, the majority of the respondents 66% were males whereas 34% of the
respondents were females. The study was representative of both sexes. The implication of this
finding was that no matter the disparity in percentage of males and females who attended the
study, at least views of both males and females were captured.
4.3.2 Age of the Respondents
The study looked at the distribution of the respondents by age using frequency distribution. The
results obtained on the item are presented in Figure 4.3 below.

Figure 4.2: Age of the respondents
From the Figure 4.2 above, It was revealed that the majority of respondents 50% were between
31-50 years, 27% were between 18-30 years, those between 51-60years were 16% and those that
were above 60 years were 16%. This indicated that all categories of respondents in reference to
different age groups were represented in this study. This implies that all categories of
respondents in reference to different age groups were represented in this study.
29
4.3.3 Respondents by Highest Level of Education
By examining the highest educational qualifications of the study respondents, the researcher
wished to ascertain whether there were substantial differences in the responses as indicated in the
Figure 4.3 below.

Figure 4.3: Highest Level of Education
The findings from Figure 4.3 above indicate that majority of the respondents 63% were degree
holders, the respondents with diploma were 25%, whereas master’s holders were 12%. This
implies that the respondents had good academic qualifications and the right skills and knowledge
to deliver. Besides, the respondents were able to understand, read, interpret the questionnaire and
gave relevant responses.
30
4.3.4 Work Experience
By examining the work experience of the study respondents, the researcher wished to ascertain
whether there were substantial differences in the responses as indicated in the Figure 4.4 below.

Figure 4.4: Work Experience
From the Figure 4.4 above, it indicate that majority of the respondents 66% had worked for 2-5
years, 12% of the respondents had worked less than 2 years and 22% of the respondents had
worked for over 5 years. This implied that majority of the respondents had reasonable experience
in as far as working in public institutions was concerned. Therefore with a reasonable time in
Institutions in Nakawa indicated their ability to respond to a set of questions concerning factors
affecting growth of public institutions in Nakawa division.
4.4 Empirical Findings
This section presents the empirical findings of the study according to the objectives. The
empirical findings are analyzed using descriptive statistics, qualitative analysis and testing
hypotheses for the respective findings.
4.5 Growth of Vocational Institutions in Nakawa Division
The items on growth of Vocational Institutions in Nakawa Division were structured basing on the
objective of the study. Items were measured on a five-point Likert scale where code 1 = strongly
Disagree, 2 = Disagree, 3 = Not sure, 4 = Agree and 5 = strongly Agree. Seven (07) Items which
31
are statistically tabulated and presented in the table below with the frequencies and percentages
according to the responses collected.
Table 4.6: Opinions of Respondent on Growth of Vocational Institutions in Nakawa division
Item Responses Frequency Percent Mean Std D
There is improved quality of Strongly Disagree 14 21% 3.53 0.864
recruitment among tutors Disagree 05 7%
Not sure 00 00%
Agree 37 54%
Strongly Agree 12 18%
Appropriate utilization of Strongly Disagree 08 12% 3.49 1.03
resources is exhibited Disagree 21 31%
Not sure 00 00%
Agree 30 44%
Staff exhibit high level of Strongly Disagree 14 21% 3.50 1.08
proficiency in their Disagree 02 03%
operations Not sure 00 00%
Agree 40 58%
Tutors are engaged in Strongly Disagree 05 07% 2.64 1.00
decision making. Disagree 35 50%
Not sure 00 00%
Agree 10 15%
Non- teaching staff Strongly Disagree 03 4% 4.70 0.02
absenteeism has Disagree 00 00%
significantly reduced. Not sure 00 00%
Agree 56 82%
My institution encourages Strongly Disagree 06 09% 3.80 0.02
staff to seek knowledge Disagree 02 03%
across the organisation to Not sure 00 00%
solve work problems
Agree 48 71%
The non- teaching staff Strongly Disagree 00 00% 3.54 0.984
attaches high value to Disagree 00 00%
vocational institutions Not sure 08 12%
programs
Agree 45 66%
32
As to whether there is improved quality of recruitment among tutors, there are clear well laid
down regulations to guide the procurement process, majority of the respondents, 54% agreed
with the statement, 18% strongly agreed with the statement, 00% were not sure, 07% of the
respondents disagreed and 21% strongly disagreed with the statement. The mean = 3.53
corresponding to agree indicated the majority of the respondents agreed with the statement and
the standard deviation of 1.08 showed the deviating responses from respondents.
Responses to the question as to whether appropriate utilization of resources is exhibited 44% of

the respondents agreed with the statement, 13% strongly agreed, whereas 31% of the respondents
disagreed with the statement respectively. The mean = 3.49 indicated the respondents who were
fairly satisfied with the statement and the standard deviation of 1.12 indicating the deviation
from the response.
As to whether staff exhibit high level of proficiency in their operations, the majority of the
respondents, 58% agreed with the statement, 18% strongly agreed, 00% were not sure, whereas
21% of the respondents strongly disagreed with the statement. The mean of 3.50 indicated the
respondents who were satisfied with the statement and the standard deviation of 1.08 indicated
those with deviating responses from the statement. The findings are supported by the key
informant who asserts that:
They are always kept busy, their job description is well defined, and they also
reported having deadlines like semester demarcations within which they had to
complete their work schedules.
As to whether Tutors are engaged in decision making, the majority of the respondents, 50%
disagreed with the statement whereas 26% strongly agreed with the statement, 00% (00) of the
respondents were not sure of the statement. The mean = 2.64 indicated the respondents who were
dissatisfied with the statement. The standard deviation of 1.00 indicated those with deviating
responses from the statement.
Responses to the question as to whether u Non- teaching staff absenteeism has significantly
reduced, majority of the respondents, 82% agreed with the statement, 13% strongly agreed,
whereas minority of the respondents 04% disagreed with the statement respectively. The mean =
33
4.70 indicated the respondents who were satisfied with the statement and the standard deviation
of 0.02 indicating the deviation from the response.
As to whether institutions encourage staff to seek knowledge across the organisation to solve
work problems, the majority of the respondents, 71% agreed with the statement, 18% strongly
agreed, 00% were not sure, minority of the respondents 09% of the respondents disagreed with
the statement. The mean of 3.80 indicated the respondents who were satisfied with the statement
and the standard deviation of 0.02 indicated those with deviating responses from the statement.
As to whether the non- teaching staff attaches high value to vocational institutions programs, the
majority of the respondents, 66% agreed with the statement, 66% strongly agreed, 00% were not
sure, 03% disagreed and 09% strongly disagreed. The mean of 3.48 indicated the respondents
who were satisfied with the statement and the standard deviation of 0.02 indicated those with
deviating responses from the statement. The findings above are supported by responses of the
key informant who asserts that:
They always do their best to attain maximum performance with reasons that made
them believe so including: - regular attendance. I always do tasks and submit in
time. I set goals and always achieve them. I try to accomplish my tasks with
minimal supervision. I access myself at the end of work. Producing accurate and
timely reports and I don’t quit until all possible ways have been maximized.
4.4.1 Socio-economic factors and growth of Vocational Institutions in Nakawa Division.
The first objective in the study was to examine the relationship Knowledge management and
growth of Vocational Institutions in Nakawa Division. Items were measured on a five-point
Likert scale where code 1 = strongly Disagree, 2 = Disagree, 3 = Not sure, 4 = Agree and 5 =
strongly Agree. To examine the relationship, Six (06) items are statistically tabulated and
presented in the Table 4.7 below with the frequencies and percentages according to the responses
collected.
Table 4.7: Opinions of Respondent on Socio-economic factors and growth of Vocational

34
Item Response Freq % Mean Std D
The economic status of the economy Strongly Disagree 09 13% 3.50 0.877
today correlates to the growth of Disagree 02 03%
vocational institutions in Uganda Not sure 02 03%
Agree 17 25%
Clearly government contribute to the Strongly Disagree 01 01% 3.60 1.20
growth of vocational institutions in Disagree 06 09%
Uganda Not sure 03 04%
Agree 37 54%
Government funding enhances growth of Strongly Disagree 02 03% 3.84 1.00
vocational institutions in Uganda Disagree 03 04%
Not sure 08 12%
Agree 42 62%
Community involvement encourages Strongly Disagree 06 01% 3.44 1.08
growth of vocational institutions in Disagree 15 22%
Uganda Not sure 03 04%
Agree 35 51%
Facility provisions to the vocational Strongly Disagree 09 13% 3.54 1.00
institutions affect their growth Disagree 6 9%
Not sure 0 00%
Agree 17 25%
High costs of scholastic materials have Strongly Disagree 16 24% 3.54 1.00
negative influence on the growth of Disagree 03 04%
vocational institutions in Uganda
Not sure 06 09%
Agree 35 51%
As to whether the economic status of the economy today correlates to the growth of vocational
institutions in Uganda, 56% of the strongly agreed, 25% (17) agree, 03% (02) not sure, 03% (02)
disagreed and 13% strongly disagreed with the statement. The mean = 3.50 t indicated that the
those with deviating responses from the statement.
Responses to the question as to whether clearly government contribute to the growth of
vocational institutions in Uganda, 54% of the respondents agreed with the statement, 31%
strongly disagreed, 09% disagreed, 04% were not sure. The mean = 3.60 indicated the
35
those with deviating responses from the statement.
With respect to whether Government funding enhances growth of vocational institutions in
Uganda, the majority of the respondents 62% agreed with the statement, 19% strongly agreed,
04% disagreed, 12% of the respondents were not sure, 03% strongly disagreed. The mean = 3.84
indicated the respondents who were satisfied with the statement and the standard deviation of
1.00 indicated those with deviating responses from the statement.
Responses to the question as to whether community involvement encourages growth of
vocational institutions in Uganda, the majority of the respondents 51% agreed with the
statement, 12% strongly agreed with the statement, 09% were not sure, 04% disagreed and 01%
strongly agreed. The mean = 3.44 indicated the respondents who were fairly satisfied with the
statement and the standard deviation of 1.08 indicated those with deviating responses from the
statement.
As to whether Facility provisions to the vocational institutions affect their growth, the
respondent’s responses indicated that the majority of the respondents 52% strongly agreed with
the statement, 25% agree, 00% not sure, 03% disagreed and 13% strongly disagreed with the
statement. The mean = 3.54 indicated the respondents who were fairly satisfied with the
statement and the standard deviation of 1.08 indicated those with deviating responses from the
statement.
As to whether high costs of scholastic materials have negative influence on the growth of
vocational institutions in Uganda, the respondent’s responses indicated that the majority of the
respondents 51% strongly agreed, 12% agree, 03% not sure, 03% disagreed and 24% strongly
disagreed with the statement. The mean = 3.54 indicated the respondents who were fairly
satisfied with the statement and the standard deviation of 1.08 indicated those with deviating
responses from the statement.
4.4.1.1: Correlation analysis for the Socio-economic factors and growth of Vocational
Institutions
36
A Pearson correlation output was run and the emerging results were used to find out whether a
relationship existed between socio-economic factors and growth of Vocational Institutions and
the findings are as illustrated in the Table 4.8 below;
Table 4.8: Pearson Correlation Matrix for Socio-economic factors and growth of
Vocational Institutions
Pearson Correlation coefficients Socio-economic Growth of Vocational
factors Institutions
Socio-economic factors Pearson Correlation 1 .688**
Sig. (2-tailed) .000
N 68 68
Growth of Vocational Pearson Correlation .688** 1
Institutions Sig. (2-tailed) .000
N 68 68
**. Correlation is significant at the 0.01 level (2-tailed). Source: Primary Data (2023)
From the Table 4.8, Pearson correlation results depicts a strong and positive correlation (r=.688)
between socio-economic factors and growth of Vocational Institutions. The study results further
indicated a significant statistical relationship between the study variables given that P-value
(P=0.000<0.05). Therefore, the alternative hypothesis that was earlier stated in chapter one is
upheld. This implies that Socio-economic factors are all essential measures of growth of
Vocational Institutions in Nakawa Division.
4.4.2 Leadership factors and growth of Vocational Institutions in Nakawa Division
The second objective in the study was to examine the relationship between Knowledge
management and growth of Vocational Institutions in Nakawa Division. Items were measured on
a five-point Likert scale where code 1 = strongly Disagree, 2 = Disagree, 3 = Not sure, 4 = Agree
and 5 = strongly Agree. To observe the relationship, seven (07) items which are statistically
tabulated and presented in the Table 4.9 below with the frequencies and percentages according to
the responses collected.
Table 4.9: Opinions of respondent on Leadership factors and Growth of Vocational

Institutions
37
The authoritative leadership Strongly Disagree 02 03% 3.00 1.08
practices applied by the Disagree 04 06%
administrators improve quality Not sure 04 06%
work within the vocational
Agree 22 32%
institutions
Where the leader applies Strongly Disagree 01 01% 3.69 1.12
coercion on task completion Disagree 04 06%
regardless of the employee’s Not sure 05 07%
social wellbeing the
Agree 44 65%
organization maximizes profit
which in turn increases Strongly Agree 14 21%
performance.
Team leader provides staff Strongly Disagree 01 01% 3.48 0.958
with clear responsibilities and Disagree 06 08%
allows them to decide how to Not sure 09 13%
accomplish them.
Agree 34 50%
The administrator considers Strongly Disagree 13 19% 3.14 1.02
your social problems, listens Disagree 27 40%
and sacrifices time to share Not sure 07 10%
with you the vision of the
Agree 16 24%
vocational institutions which
enables you to contribute to it. Strongly Agree 05 07%
Where the administrator adopts Strongly Disagree 01 01% 4.80 1.12
participation leadership Disagree 04 6%
practices, quality work and Not sure 00 00%
proper execution of defined
Agree 58 85%
duties within the Vocational
institutions increases. Strongly Agree 07 10%
My team leader encourages Strongly Disagree 01 01% 3.50 1.02
working in teams to ensure the Disagree 12 18%
work is accomplished on time Not sure 09 13%
Agree 28 41%
We achieve personal goals as a Strongly Disagree 01 01% 3.60 0.984
result of no or limited leader Disagree 06 09%
involvement while carrying out
Not sure 03 04%
Vocational institutions work.
Agree 37 54%
38
With respect to whether the authoritative leadership practices applied by the administrators
improve quality work within the vocational institutions, majority of the respondents, 53%
strongly agreed with the statement, 32% agreed with the statement whereas minority of the
respondents 06% were not sure and 06% strongly disagreed with the statement respectively. The
mean = 3.00 indicated the respondents who were satisfied with the statement and standard
deviation of 1.08 showed the deviating responses from respondents. This implies that autocratic
practices of leadership will not lead to increase in employee performance as employees are not
working willingly, they will come to their place work just to fulfill that obligation of daily
attendance and those who pretend to be working their because of the presence of the leader. The
findings are supported by the key informant who asserts that:
Employees are committed to the improvement of the institution because they
implement institutional programs diligently. The principal’s response shows a
strong belief in authoritarian leadership style and a perception this leadership
style actually improves employee performance (KII/004/15/08/2023)
Responses to the question as to whether Where the leader applies coercion on task completion
regardless of the employee’s social wellbeing the organization maximizes profit which in turn
increases performance, majority of the respondents, 65% agreed with the statement, 21%
strongly agreed with the statement, 7% of the respondents were not sure, minority of the
respondents 6% disagreed with the stamen respectively. The mean = 3.69 indicated the
respondents who were satisfied with the statement and the standard deviation of 1.12 indicating
the deviation from the response.
As to whether team leader provides staff with clear responsibilities and allows them to decide
how to accomplish them, the majority of the respondents, 50% agreed with the statement, 26%
strongly agreed, 13% were not sure, 08% disagreed and 01% strongly disagreed. The mean of
3.48 indicated the respondents who were satisfied with the statement and the standard deviation
of 0.958 indicating the deviation from the response. This implies that democratic leaders lay
emphasis on performance as well as their teams. They believe their teams are honest, self-
motivated and like responsibility and as a result will work hard to accomplish meaningful goals
and tackle challenging work. Such an atmosphere sometimes contributes to organization success
since staff feels free to walk into offices of their supervisors and consult. The findings are
supported by the key informants who assert that:
39
We maintain an open door policy so that any staff irrespective of their position in
the organization can quickly walk in when the need arises. The Vocational
Institutions has tight deadlines to meet and I try to put in place systems that
facilitate the speedy delivery of targets. I know what a bureaucratic system can do
(KII/002/15/2023)
With respect to whether the administrator considers your social problems, listens and sacrifices
time to share with you the vision of the vocational institutions which enables you to contribute to
it, the majority of the respondents 40% disagreed with the statement, 19% strongly disagreed,
10% were not sure, 20% disagreed and 6% strongly disagreed. The mean = 3.14 indicated the
respondents who were unsatisfied with the statement and the standard deviation of 1.02
indicating the deviation from the response.
With respect to whether where the administrator adopts participation and supportive leadership
practices, quality work and proper execution of defined duties within the Vocational institutions
increases, the majority of the respondents, 85% agreed with the statement, 10% strongly agreed,
00% were not sure, 01% disagreed and 02% strongly disagreed. The mean = 4.80 indicated the
the deviation from the response. This implies that that the leadership practice allows for
employee participation in decision-making and when employees feel that their decisions are
valued by management, they are more likely to work towards achieving organizational goals and
objectives since they feel that their decisions are valued. The findings are supported by the key
informants who assert that:
We are employees, our bosses always direct us on a number of ways on how we are to
execute our services, and they always provide us with the possible facilitation. I think we
can perform better in an environment where we are allowed to participate in decision
making regarding the normal operation of Vocational Institutions in Nakawa
(KII/004/15/08/2023)
As to whether team leader encourages working in teams to ensure the work is accomplished on
time, the majority of the respondents, 41% agreed with the statement, 26% strongly agreed, 13%
were not sure, 18% disagreed and 01% strongly disagreed. The mean = 3.50 indicated the
the deviation from the response. This clearly indicates that most of the employees in Vocational
40
Institutions in Nakawa are encouraged by their heads of department to have cooperation during
the decision making process of the departments. Such managers encourage cooperation among
staff are democratic in nature.
As to whether staff achieve personal goals as a result of no or limited leader involvement while
carrying out Vocational institutions work, the majority of the respondents, 54% agreed with the
statement, 26% strongly agreed, 13% were not sure, 08% disagreed and 01% strongly disagreed.
The mean of 3.60 indicated the respondents who were satisfied with the statement and the
standard deviation of 0.984 indicating the deviation from the response.
4.4.2.1: Correlation analysis for the Leadership factors and growth of Vocational
Institutions
relationship existed between Leadership factors and growth of Vocational Institutions and the
findings are as illustrated in the Table 4.10 below;
Table 4.10: Pearson Correlation Matrix for Leadership factors and growth of Vocational
Institutions
Pearson Correlation coefficients
Leadership factors Performance PDU
Leadership Pearson correlation 1 .769**
factors Sig.(2-tailed) .000
N 68 68
Growth of Pearson correlation . 769** 1
Vocational Sig.(2-tailed) .000
Institutions N 68 68
*Correlation is significant at 0.01 level (2-tailed) Source: Primary Data (2023)
From the Table 4.10 Pearson correlation results depicts a strong and positive correlation (r=.769)
between Leadership factors and growth of Vocational Institutions. The study results further
(P=0.000<0). Therefore, the alternative hypothesis that was earlier stated in chapter one is
upheld. This implies that leadership factors affect growth of Vocational Institutions in Nakawa
Division.
4.4.3 Knowledge management and growth of Vocational Institutions in Nakawa Division
41
The third objective in the study was to examine the relationship between Knowledge
management and growth of Vocational Institutions in Nakawa Division. Items were measured on
a five-point Likert scale where code 1 = strongly Disagree, 2 = Disagree, 3 = Not sure, 4 = Agree
and 5 = strongly Agree. To observe the relationship, six (06) items which are statistically
tabulated and presented in the table below with the frequencies and percentages according to the
responses collected.
Table 4.11: Opinions of respondent on the Knowledge management and performance of
Procurement Unit
I feel that it is important to Strongly Disagree 05 07% 3.49 0.864
share knowledge with Disagree 10 15%
academicians for the benefit Not sure 05 07%
of all about the growth of
Agree 28 41%
vocational institutions
Job rotation occurs, based on Strongly Disagree 03 04% 3.50 1.03
one’s knowhow, thereby Disagree 16 24%
ensuring knowledge sharing Not sure 00 00%
Agree 15 22%
Working in teams is Strongly Disagree 04 06% 3.76 1.08
encouraged to share Disagree 08 12%
knowledge on work projects. Not sure 00 00%
Agree 43 63%
The institution assures the Strongly Disagree 05 07% 3.54 1.00
importance of knowledge Disagree 10 15%
use and application Not sure 03 04%
Agree 30 44%
New knowledge is internally Strongly Disagree 18 26% 3.35 1.00
promoted among colleagues Disagree 05 7%
through the dissemination of
Not sure 06 09%
research findings in research
reports Agree 27 40%
Research, teaching is used Strongly Disagree 08 12% 3.60 1.03
by academics to further Disagree 10 15%
42
develop their knowledge and Not sure 04 06%
apply them to new programs
Agree 37 54%
With respect to whether it is important to share knowledge with academicians for the benefit of
all about the growth of vocational institutions, 41% agreed with the statement, 29% strongly
agreed with the statement, 07% were not sure, 15% disagreed and 07% strongly disagreed with
the statement. The mean of 3.49 indicated the respondents who were satisfied with the statement
and the standard deviation of 0.864indicating the deviation from the response. This implied that
beliefs in line with knowledge management adoption in Institutions in Nakawa is quite complex
and as a researcher there’s need to emphasize the need for having common beliefs that points to
proper knowledge management and adoption. This therefore implies that the Institution is
conscious of its operation procedures, which also signifies the need for successful operation and
management of all the Institutions’ activities.
As to whether job rotation occurs, based on one’s knowhow, thereby ensuring knowledge
sharing, 40% strongly agreed with the statement, 22% agreed, 07% not sure, 01% disagreed and
04% strongly disagreed. The mean of 3.50 indicated the respondents who were satisfied with the
statement and the standard deviation of 1.03 indicating the deviation from the response. This
meant that staff receives training as a prelude for knowledge management and senior staff is
involved in the planning process. This implied that management is fully involved in planning for
knowledge management. In an interview, it was confirmed that;
As a way of ensuring knowledge management, Institutions in Nakawa assesses the
current employees through performance appraisals by the management to determine
whether they meet the expected performance as rated below; those at 45% are poor
performers, 50% are average and above 60% are good performers and it is rewarded by
top management through trips annual rewards and end of year parties
(KII/004/15/08/2023)
With respect to whether working in teams is encouraged to share knowledge on work projects,
the majority of the respondents 63% agreed with the statement, 22% strongly agreed, 04% were
not sure, 12% disagreed and 06% strongly agreed. The mean = 3.76 50 indicated the respondents
43
who were satisfied with the statement and the standard deviation of 1.08 indicating the deviation
from the response. This meant that dissemination of information was done efficiently and
information is kept with maximum confidentiality from the outsiders. The implication is that
dissemination of information was done as expected. The findings are supported by the key
informant who asserts that:
We have staff gatherings to share knowledge, tea breaks and lunch breaks are
also some ways that are used to share experiences concerning work and in a way
we brainstorm; this enables free flow of ideas that in one way or another
contributes to the work we do. There is probably no other time that we discuss
some issues maybe formally during fora’s like departmental meetings, general
meetings. This quite shows that such informal ways of acquiring and sharing
information can be a useful way of gathering information that can be used to
improve work related issues (KII/006/15/08/2023)
As to whether the institution assures the importance of knowledge use and application, the
majority of the respondents, 44% agreed, 29% strongly agreed, 04% were not sure, 15%
disagreed and 07% strongly disagreed. The mean = 3.54 indicated the respondents who were
satisfied with the statement and the standard deviation of 1.00 indicating the deviation from the
response. This showed a high attention paid to applying knowledge to generate new knowledge
needed by the institution to achieve objectives as well as enrich academic staff with new skills,
experiences and knowledge needed to accomplish tasks, solve problems as well as making the
right decisions for better performance. The findings are supported by the informant who
remarked that:
Knowledge application at Institutions in Nakawa implies that staff can add their
own experience in applying particular knowledge created and acquired into the
knowledge management cycle of the Institution. This becomes part of the work
process where other individuals learn and acquire skills, knowledge needed to
accomplish not only individual goals but also organizational goals
(KII/005/15/08/2023)
This denotes integration of what has been created and acquired for some time into the knowledge
management system of the institution and this knowledge can be transformed into the desired
44
outputs such as having more effective staff, increase in publications, and completion of assigned
tasks as well as effective decision making which are ingredients of performance.
As to whether new knowledge is internally promoted among colleagues through the
dissemination of research findings in research reports, majority of the respondents, 27% agreed
18% strongly agreed, 09% were not sure, 07% disagreed and 18% strongly disagreed. The mean
= 3.35 indicated the respondents who were satisfied with the statement and the standard
deviation of 1.08 indicating the deviation from the response. This meant knowledge from
internal and external sources of research is used by staff to improve their competences when
delivering knowledge to consumers such as fellow staff and students as well and this helps in
timely completion of tasks, making of the right decisions and solving work related issues which
are ingredients of measuring performance. The findings are supported by the key informant who
asserts that:
Several academicians do engage in desk research since they have to also have
teaching to do so they end up carrying out individual research which limits
organisational knowledge in terms of dissemination for other members to use and
integrate new knowledge to enhance their performance through using key findings
as reference points (KII/007/15/08/2023)
Responses to the question as to whether research, teaching is used by academics to further
develop their knowledge and apply them to new programs, 54% of the respondents agreed with
the statement, 13% of the respondents strongly agreed, 06% were not sure, 15% disagreed and
12% strongly disagreed. The mean = 3.60 indicated the respondents who were satisfied with the
statement and the standard deviation of 1.12 indicating the deviation from the response. This
implies that the ability to learn from knowledge management activities such as trainings,
workshops and others was high which can easily lead to performance if integrated well in their
daily activities. The findings are supported by the key informant who asserts that:
We have always encouraged our staff to add on to their knowledge by upgrading
their qualifications and take on trainings and some jump for some opportunities
while others keep procrastinating claiming to have no time. Conferences have not
been as many as workshops which have been frequent, at least every month.
Trainings have been encouraged and sponsored for such benefits as gaining
innovative skills and abilities to perform better at work (KII/006/15/08/2023)
45
4.4.3.1: Correlation analysis for the Knowledge management factors and growth of
Vocational Institutions
relationship existed between Knowledge management factors and growth of Vocational
Institutions and the findings are as illustrated in the Table 4.8 below;
Table 4.12: Pearson Correlation Matrix for Knowledge management and growth of Vocational
Institutions
Pearson Correlation coefficients
Knowledge management Growth of Vocational
Institutions
Knowledge Pearson correlation 1 .875
management Sig.(2-tailed) .000*
N 68 68
Growth of Pearson correlation .875 1
Vocational Sig.(2-tailed) .000*
Institutions N 68 68
*Correlation is significant at 0.01 level (2-tailed) Source: Primary Data (2022)
between Knowledge management and growth of Vocational Institutions. The study results
further indicated a significant statistical relationship between the study variables given that P-
value (P=0.000<0.05). Therefore, the alternative hypothesis that was earlier stated in chapter one
is upheld. This implies that Knowledge management in terms of Knowledge management type;
contractual governance and communication are all essential measures of growth of Vocational
CHAPTER FIVE
SUMMARY, DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
46
5.1 Introduction
The chapter presents summary of the findings, discussion, conclusion and recommendations on
factors that affect growth of Public vocational training institutions in Kampala district, Uganda
with a case study of selected Vocational Institutions in Nakawa Division. The study was
specifically premised on the following research objectives; to examine the relationship between
socio-economic factors and growth of Vocational Institutions in Nakawa Division, to determine
the relationship between leadership factors and growth of Vocational Institutions in Nakawa
Division and to determine the relationship between knowledge management and growth of
5.2. Summary of Major Findings
The summary of the major findings is presented based on the study objectives as laid out chapter
one of this report.
5.2.1: Socio-economic factors and growth of Vocational Institutions
From the Table 4.8, Pearson correlation results depicts a strong and positive correlation (r=.688)
between socio-economic factors and growth of Vocational Institutions. The study results further
(P=0.000<0.05). Therefore, the alternative hypothesis that was earlier stated in chapter one is
upheld. This implies that Socio-economic factors are all essential measures of growth of
between Leadership factors and growth of Vocational Institutions. The study results further
(P=0.000<0). Therefore, the alternative hypothesis that was earlier stated in chapter one is
upheld. This implies that leadership factors affect growth of Vocational Institutions in Nakawa
Division.
between Knowledge management and growth of Vocational Institutions. The study results
further indicated a significant statistical relationship between the study variables given that P-
value (P=0.000<0.05). Therefore, the alternative hypothesis that was earlier stated in chapter one
47
is upheld. This implies that Knowledge management in terms of Knowledge management type;
contractual governance and communication are all essential measures of growth of Vocational
5.3. Discussion of Findings
The findings established that Socio-economic factors had a positive significant relationship with
growth of Vocational Institutions in Nakawa Division. The findings are consistent with Magano
(2018) who discovered that subsidizing is the component that could decidedly add to the
accomplishment of the venture and demonstrated that the budgetary need of the venture ought to
be reflected in both the arranging and execution proposition. In measuring the achievement and
disappointment of neediness easing ventures, accessibility of venture subsidizing uncommonly
concentrating on contrasting the measure of cash required with begin the venture with that got
ought to be viewed as (Agus, Yogie & Heri, 2022). The accessibility of nonstop financing,
straightforwardness and dedication of individuals from administration are additionally viewed as
progress elements of destitution easing ventures (PAPs). Tshitangoni (2018) opines that absence
of fundamental business practices, for example, record keeping and poor business records
affected contrarily to neediness lightening ventures and came about because of absence of
preparing on business administration abilities.
The findings are in agreement with Chambers (2019) who indicated that an individual’s attitude
towards technical and vocational education is defined in a more articulated way by the emotions
that he/she associates with technical and vocational education (which, however, have a positive
or negative value), by the beliefs that the individual has regarding technical and vocational
education, and by how he/she behaves. If we choose this point of view, a negative attitude is not
only an attitude characterized by a negative emotional disposition (“I don’t like technical
education”), but also an attitude characterized by an incorrect view of the discipline, (for
instance, a vision of the discipline that is not shared among experts). This multi-faceted
definition was adopted in this study, where attitude “represents an emotional reaction to an
object, to beliefs about the object, or to behaviour towards the object”. So, this review uses
distinct constructs to assess attitudes: affects (feelings towards technical and vocational
education); cognition (perceptions and information regarding technical and vocational
48
education); and behavioral intentions and actions with respect to technical and vocational
education, and perceived behavioral).
The study findings revealed that there was a positive significant relationship between Leadership
factors and growth of Vocational Institutions. The results indicate a strong positive relationship
with leadership and growth of institutions. The findings are consistent with Klein (2019). This
practice involves the leader including one or more employees in the decision-making process.
However, the leader maintains the final decision making authority. Using these practices is not a
sign of weakness; rather it is a sign of strength that your employees will respect you. This is
normally used when you have part of the information, and your employees have other parts. Note
that a leader is not expected to know everything; this is why you employ knowledgeable and
skillful employees. Using this practice is of mutual benefit; it allows them to become part of the
team and allows you to make better decisions.
In discussion of leadership practices, Wilson, (2020) noted that the democratic leadership
practices can be sub-divided into two practices one of which is the directive democratic
practices which involves making decisions in the participative manner and close supervision of
group members. The other is the permissive democratic leadership practices which involve
making decisions in the participative manner and giving group members latitude in carrying out
their work. Wen et al (2019) further observe that democratic leadership practices involves
motivating organizational members to do assigned work by ensuring that their welfare is well
catered for. It also ensures that members participate in the planning of an organization through
consulting them and giving them freedom to share ideas on how the organization should be
managed.
The findings are supported by Astuti, Shodikin and Din (2020), who revealed that the autocratic
leader alone determines policy and assigns tasks to individuals without any consultation with
them. Subordinates are expected to carry out the leader’s directives without question and the
leader rules by decree. This type of leadership is also known as coercive, dictatorial, directive,
dominating or authoritarian. In an incidence where employees are sidelined in decision-making
processes, they feel demoralized and demotivated since they develop an attitude that they
are not part of the organization.
The findings are in agreement with Al-Khaled and Fenn (2020) who also subdivided the
49
autocratic leadership practices into two sub-practices one of which is the directive autocratic
practices, which involves overly task-minded unilateral decision making and close supervision of
group members to ensure that assigned tasks are accomplished as desired. The other sub-
practices is the permissive autocratic practices which involves making decisions unilaterally and
giving group members some latitude in carrying out their work. What should be noted, however,
is that these leadership practices while correlating leadership practices and organizational
employee performance in Vocational Institutions.
Finally the study findings revealed that there was a positive significant relationship between
knowledge management and growth of Vocational Institutions. The study findings are in
agreement with Abudaqa, Hilmi and Dahalan (2021) who revealed that institutions are a citadel
of learning and knowledge and therefore academic and nonacademic staff has been able to
acquire knowledge overtime through avenues such as training and development, educational
seminars, conferences as well as workshops. However, they highlight the challenge in managing
this knowledge pointing out inadequate planning which makes it quite difficult to manage. The
net result of this is that a lot of staff retires leaving a knowledge gap. This could leave top
management at the apex of decision making. Since knowledge management practices identified
with knowledge acquisition in organizations are those identified with getting information
organizations use external sources such as hiring people with the required knowledge or
purchasing research documents.
Chaudhry (2021) underscores the importance of deploying effective strategies in organizations
that support knowledge sharing actions and these only occur if there are factors that aid the
knowledge transfer process. The effective implementation of knowledge sharing practices in
organizations to elaborate knowledge management has been regarded as an important topic of
research.
The study findings are consistent with Islam, Hasan, Ahmed and Ahmed (2020) study on the
relationship between knowledge sharing and performance rewards in a hospitality industry found
out that individuals’ knowledge sharing attitudes are correlated with the knowledge sharing
culture of the organisation and also observed that the knowledge sharing climate has a significant
influence on organisational effectiveness. This confirms the assertion by Kalling (2022) that
organizations are influenced by organisational cultures that play a major role in sharing of
50
knowledge as employees are often encouraged by their organizations to both share and
implement knowledge in the performance of important tasks for obtaining definite competitive
edge.
5.4 Conclusions
Study conclusions were drawn based on the study findings.
From the findings of the study it can be concluded as follows: the government of Uganda is
committed to vocational Educational since it has great impact on human resource development.
This can be supported by the government’s funding to vocational education every year in out.
However, many factors have been identified to be affecting skill acquisition especially among
the youth learners.
The findings reveal that inadequacy of learning facilities had a high effect on performance of the
students in their vocational training centres. According to data collected from the two vocational
training centres, facilities such as classrooms, workshop and libraries and were very important as
far as acquisition of vocational skills to learners is concerned
Vocational centers were found to experience financial constraints due to lack of facilities.
Government was found to be allocating a meager amount to finance infrastructural facilities such
as workshops and classrooms. Running of the programmes by managers was a bit difficult due
to financial constraints.
Employee involvement is creating an environment in which people have an impact on decisions
and actions that affect their jobs. Employee involvement is not a goal nor is it a tool as practiced
in many organizations; rather it is a management and leadership philosophy about how people
are most enabled to contribute to continuous improvement and the ongoing success of their work
/ organization. From the study it was concluded that some principals actually value employee
involvement yet minority preferred not to involve employees in decision making.
51
On planning; management was fully involved in planning for knowledge management within the
Institution’s. Coordinating department in line with knowledge management adaptation was not
vibrant and lastly on controlling Management support had an upper hand in ensuring control over
innovations by staff in line with knowledge management and knowledge management
adaptation.
On technological oriented information, it was concluded that Institutions in Nakawa had to a
greater extent worked on ensuring that technology oriented information gets done to its best.
Technological oriented information management system was in place that was exhibited through
having a general server from which every branch has access to information required by the client
5.5 Recommendations
In light of the study conclusions, the following recommendations were made in line with the
objectives of this study.
The study recommends that there is a need for the government to priorities vocation education.
This would best be done through equipping libraries and learning resource centers in vocation
training centers. Government should set aside a sizeable budget to finance vocational training
centers as well as employment of qualified tutors to such institutions to enable skill acquisition to
learners.
All the stakeholders of vocational education should create awareness on the benefits and
importance of vocational education and give it as more positive approach than it has been before.
This will attract more youths to these centers so that enrolment is enhanced and retention of
learners in the vocational education centers.
The government should add appropriate learning resources and improve physical facilities.
Learning resources such as workshops is very essential towards achievement of vocational skills
and campaigns for vocational educational should be carried out by education stakeholders in the
local community. They should advice the youths on the importance of vocational educational
especially in meeting the aspirations of vision 2030 blueprints.
It is recommended that employees are involved in decision making as this helped in aligning
individual goals to institutional goals which will in turn improve performance. Regular meetings
should be organized to review the development of the project and to record the contribution of
52
each team member. This helped in boosting the morale of the team members and make them
understand their progress at work.
Leaders should clearly state the rules and regulations that all employees need to abide by in order
to improve their staff performance. All employees should be given their duties and
responsibilities as well as the guidelines to follow in order to perform their obligation.
There is need to communicate frequently. Most employees appreciate transparent management
because it keeps them informed of executive decisions that may affect their jobs. Consistent
corporate communication helps minimize negative rumors that would otherwise damage
employee loyalty.
Whenever possible when delegating work give the person a whole task to do. If you can’t give
the employee a whole task make sure they understand the overall purpose of the project or task.
If possible connect them to the group that is managing or planning the work. Staff members
contribute most effectively when they are aware of the big picture.
Filling both electronic and manual should be upheld by Institutions in Nakawa since both
electronic and manual run concurrently saves time and provides more employment opportunity.
Such innovations should be encouraged and Institutions in Nakawa should put in place personnel
for ensuring that more technological innovations are put in place for better competitions and
capturing more customers due to convenience, consistency and accuracy of information given.
The researcher recommends further that good practice should be upheld while doing more
benchmarking with other agencies and institutions both within and outside Uganda. Encouraged
more research endeavors concerning the same cause on how best knowledge management and
knowledge management adaptation can be handled.
Knowledge is believed lately to be the most valuable resource which is inimitable and therefore
need for an appropriate channel to enable free flow therefore there should be arrangement of
more knowledge sharing activities and award active knowledge workers. There is need for
Higher Education Institutions to possess; highly empowered staff capacity filled an effective
workforce and organisational resources which are precious, non-imitable, and exceptional such
as knowledge.
5.5 Limitations of the study
53
There was a limitation of finances since some respondents were asking for money before they
volunteer information. This was solved by getting some extra money from the sponsor to cater
for the extra uncalled for expenditures. Other respondents perpetually failed to keep time
especially at the time of face to face interface with the interviewees. The participant had to
compromise by being patient since the information that was to be given was to supplement on
the quantitative information processed through analysis section.
5.6. Areas for future Research

Based on the findings of the study, further research areas which would enhance effective
acquisition of vocational skills have been recommended from the issues that arose and were
beyond the scope of the study, these include:
This study recommends areas for further research. It is recommended that future studies explore
some other mediating variables that may affect employee performance in BTVET institutions for
example staffing levels, inner motivation and performance, self-efficacy and performance and
levels of education and performance.
Carrying similar study in other parts of county so as to establish the actual state of vocational
education in the country. If this is done findings that would assist in policy formation and
decision making among vocational education stakeholders would be formed.
Factors leading to low enrolment and high dropout rate among vocational education learners
should be studied. This helped find out why learners are not motivated to vocational education.
In vocational education institutions particularly on courses offered should be carried out. This
helped in determining whether some students are more attracted to some courses than to others.
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59
APPENDICES
APPENDIX ONE: QUESTIONNAIRE FOR THE INSTRUCTORS/TUTORS
Dear respondents,
I am Tuhirirwe Doreen currently pursuing the Master’s Degree in Education Administration and
Human Resource Development at Uganda Management Institute, Kampala. I am requesting you
to answer this questionnaire which is intended to collect information on “Factors affecting
growth of vocational education in Uganda: a case study of institutions in Nakawa division”. The
study is purely for academic purposes and any information given was treated with maximum
confidentiality. Please kindly answer the questions to the best of your knowledge.
Thank you so much in advance for your cooperation and for your precious time.
SECTION A: DEMOGRAPHIC CHARACTERISTICS

Please tick the option that best describes you.
Indicate your Sex
Male Female
1 2
In which age bracket do you fall?
18-30years 31-50yrs 51-60yrs Above 60
1 2 3 4
Highest Education Level
Diploma Degree Masters PHD
2 3 4
Years of Service
Less than 2 years 2-5 years Above 5 years
1 2 3
i
SECTION B: SOCIO-ECONOMIC FACTORS AND GROWTH OF VOCATIONAL
INSTITUTIONS
You are required to answer the following statements using the key presented to you. Key: five-
point Likert scale where code 1 = strongly Disagree, 2 = Disagree, 3 = Not sure, 4 = Agree and 5
= strongly Agree
Statements 1 2 3 4 5 6
SD D SLD SLA A SA
1 The economic status of the economy today

correlates to the growth of vocational
institutions in Uganda
2 Clear government contribute to the growth of
3 Government funding enhances growth of
4 Community involvement encourages growth of
5 Facility provisions to the vocational institutions
affect their growth
6 High costs of scholastic materials have negative
influence on the growth of vocational
institutions in Uganda
ii
SECTION C: LEADERSHIP FACTORS AND GROWTH OF VOCATIONAL
INSTITUTIONS
= strongly Agree
Statements 1 2 3 4 5
SD D N A SA
1 The command and authoritative leadership practices
applied by the administrators improve quality work and
execution of defined duties within the vocational
institutions
2 Where the leader applies coercion on task completion
regardless of the employee’s social wellbeing the
organization maximizes profit which in turn increases
performance.
3 Team leader provides staff with clear responsibilities
and allows them to decide how to accomplish them.
4 The administrator considers your social problems,
listens and sacrifices time to share with you the vision of
the vocational institutions which enables you to
contribute to it.
5 Where the administrator adopts participation and
supportive leadership practices, quality work and proper
execution of defined duties within the Vocational
institutions increases.
6 My team leader encourages working in teams to ensure
the work is accomplished on time
7 We achieve personal goals as a result of no or limited
leader involvement while carrying out Vocational
institutions work.
8 Non-interference in our day to day work by the
Administrator increases our obligation and commitment
to work.
iii
SECTION D: KNOWLEDGE MANAGEMENT AND GROWTH OF VOCATIONAL
INSTITUTIONS
= strongly Agree
SD D N SLA A
1 I feel that it is important to share knowledge with

academicians for the benefit of all about the growth of
vocational institutions
2 Job rotation occurs, based on one’s knowhow, thereby
ensuring knowledge sharing
3 Working in teams is encouraged to share knowledge
on work projects.
4 The institution assures the importance of knowledge
use and application
5 New knowledge is internally promoted among
colleagues through the dissemination of research
findings in research reports.
6 Research, teaching is used by academics to further
develop their knowledge and apply them to new
programs
7 Promotion of new knowledge internally within my
department is normally through supervision.
iv
SECTION E: GROWTH OF VOCATIONAL INSTITUTIONS
= strongly Agree
SD D SLD SLA A
1 There is improved quality of recruitment among tutors
2 I am required to work towards attaining the
departmental goal.
3 Appropriate utilization of resources is exhibited
4 Staff exhibit high level of proficiency in their
operations
5 I am given the needed support by my supervisor to
meet my duties
6 My performance is accessed daily by my supervisor.
7 Tutors are engaged in decision making.
8 Non- teaching staff absenteeism has significantly
reduced.
9 The non- teaching staff attaches high value to
vocational institutions programs.
10 My institution encourages staff to seek knowledge
across the organisation to solve work problems
Thank you for your cooperation
v
APPENDIX II: INTERVIEW GUIDE FOR THE MOES AND UNEB AND DIRECTORS
Dear respndent,
You are invited to participate in this research titled “Factors affecting growth of vocational
education in Uganda: a case study of institutions in Nakawa division”. It is a component of a
research project under taken by Tuhirirwe Doreen in partial fulfillment of the requirement of the
master’s degree in Education Administration and Human Resource Development. The
information was treated with utmost confidentiality and academic purposes.
1 In your opinion, do leaders at vocational institutions apply autocratic leadership (please
probe further)
2 Do leaders at vocational institutions practice democratic leadership? (please probe
further)
3 In your opinion, do leaders at vocational institutions apply laissez-faire leadership (please
probe further)
4 In your opinion, is knowledge management the basis for the growth of vocational
institutions
5 Are there any knowledge management practices relating to acquisition, sharing and
application implemented by your institution?
6 In your opinion, which knowledge management practices (acquisition, sharing,
application) do you see your main strengths and challenges and in which area is your
department particularly strong?
7 How do government policies affect the growth of vocational institutions
8 Please probe the role of community involvement in the growth of vocational institutions
The end
Thank you for your valuable time and information
vi
APPENDIX III: SAMPLING GUIDE
vii
APPENDIX IV: PLAGIARISM REPORT
viii

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FACTORS AFFECTING GROWTH OF VOCATIONAL EDUCATION IN UGANDA: A

CASE STUDY OF INSTITUTIONS IN NAKAWA DIVISION.

A DISSERTATION SUBMITTED TO THE SCHOOL OF MANAGEMENT SCIENCE

Sign ……………………………………. Date………………………………..

Sign ……………………………………. Date………………………………..

Leadership styles  Infrastructure operation

 Democratic H2  Maintenance of facilities

Source: Primary Data (2023)

Source: Primary Data (2023)

Source: Primary Data (2023)

Responses to the question as to whether appropriate utilization of resources is exhibited 44% of

Table 4.7: Opinions of Respondent on Socio-economic factors and growth of Vocational

Table 4.9: Opinions of respondent on Leadership factors and Growth of Vocational

5.6. Areas for future Research

Stratton, S. J. (2021). Population research: convenience sampling strategies. Prehospital and

SECTION A: DEMOGRAPHIC CHARACTERISTICS

1 The economic status of the economy today

1 I feel that it is important to share knowledge with

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