School Administrators' and Teachers' Perceptions on Policy Change Implementation Strategies Adoption in Technical Colleges in South-west Nigeria

Year 2022, , 735 - 750, 30.08.2022

Sulaimon Adewale

https://doi.org/10.30900/kafkasegt.996019

Cited By: 4

Abstract

Abstract
Education policy change is intended to improve the education system. The Technical and Vocational Education and Training (TVET) policy as adopted by the federal ministry of education in Nigeria is structured on three major goals believed to ameliorate economic challenges. The accomplishment of these however, depends on the effectiveness of its policy implementation strategies. This study therefore investigated administrative and instructional teachers’ perception on policy change implementation strategies adoption in technical colleges in south- west, Nigeria. The research was a descriptive study of the cross-sectional survey design type. It adopted a multi-stage sampling technique. Simple random sampling technique was then used to select four out of the six states in South-west, Nigeria. Respondents in the technical colleges were classified as administrative (principals and vice-principals) and instructional (teachers). Adopting census method, all the 21 principals, 47 vice-principals and 626 instructional teachers were sampled. Two questionnaires were used for data collection. It was found that there was a significant relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria (F (6,564) =25.947 p < .005, .217). In conclusion, inability to fully adopt TVET policy implementation strategies was due to poor funding to acquire adequate training resources which was the major reason why TVET goals have not been fully achieved in technical colleges. It was recommended based on the findings that colleges should make efforts to reach

Keywords

policy, policy change, implementation strategies, TVET goals, goal achievement

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