Influence of Situational Analysis Practices on Institutional Performance in Selected National Polytechnics in Kenya

Elicanah Moenga Mosiori, Ruth Thinguri & Mary Mugwe
Mount Kenya University
Email: emosiori@gmail.com

Abstract: Globally, academicians, policy planners and experts in education identify the necessity for effective and well-organized management of education systems. The purpose of this article was to look at the influence of situational analysis practices on institutional performance in selected national polytechnics in Kenya. The research was steered by the Strategic Choice Theory and the Theory of Performance. The research adopted mixed methodology and the concurrent triangulation model with descriptive correlational designs. Target population was 42,284 participants comprising of 6 TVET principals, 735 lecturers, and 41,375 students. The Central Limit Theorem enabled simple random selection of 252 lecturers and 384 students. The principals were selected purposively. Interview schedules were conducted among the principals. The researcher requested the specialists from the university to inspect tools for face to face and content validity. In terms of reliability, test-retest technique was utilized with the Cronbach’s Alpha to establish the reliability of tools. A rate of 0.700 was attained and the instruments were termed dependable. Concurrent triangulation was utilized to guarantee credibility. In-depth interview was done to establish dependability of qualitative tools. quantitative data was analyzed in descriptive and inferential statistics and presented in tabular form, frequencies, percentages. Linear regression in inferential statistics was adopted. qualitative information was analyzed through thematic scrutiny and presented in narrative format and verbatim citations. It was recommended that the central and county governments involve stakeholders in management of the colleges and provide adequate funds and trainers to enable better outcomes.