Differences of TVET Teachers’ Perceptions on Competency across Different Types of TVET Institutions in Nigeria
Lai Chee Sern1, Mohammed Adamu Hamisu2, Kahirol Mohd Salleh3, Babayo Yakubu Adamu4
1Lai Chee Sern, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia.
2Mohammed Adamu Hamisu, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia.
3Kahirol Mohd Salleh, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia.
4Babayo Yakubu Adamu, Department of Vocational and Technical Education, Abubakar Tatari Ali Polytechnic, Malaysia.
Manuscript received on 07 May 2019 | Revised Manuscript received on 19 May 2019 | Manuscript Published on 23 May 2019 | PP: 902-906 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F11550476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Competency is regarded as one of the main elements related to human resource development because it supports the aims of an organisation and the capabilities of its employees. This paper aimed at finding out the differences of the TVET teachers’ perceptions on competency (Thinking, Organizational and Application Competencies) across the three categorises of Nigerian tertiary institutions (University, Polytechnics, and College of Education) based on Malaysian Human Resource Development Practitioners (MHRDP) Competency Model. The study was quantitative by nature and 218 questionnaires were distributed to TVET teachers in five tertiary institutions based on stratified sampling technique. A total of 205 questionnaires were retrieved and ANOVA was conducted for data analysis. The present findings revealed that there was no statistically significant differences of the TVET teachers’ perceptions across the three categorises of Nigerian tertiary institutions in terms of Thinking Competency, Organisational Competency, and Application Competency. This outcome reflects that the competency model (MHRDP) can be used by TVET teachers regardless of their affiliated TVET institutions.
Keywords: Competency, TVET, Tertiary Institution, Teacher.
Scope of the Article: Social Sciences