Coaching behaviour competencies for managers within technical and vocational education and training (TVET) colleges in South Africa

Abstract

Technical and Vocational Education and Training (TVET) colleges play key role in bridging the gap between high school and university education as they cater for learners that fail to secure vacancies at universities. Thus, TVET colleges have been acknowledged as an instrument for socio-economic development as they empower the youths who fail to access the highly sought-after university education, hence the government is on a verge of enhancing the status of the TVET sector so that they may achieve their organisational goal. However, the TVET colleges have not been able to fulfil their mandate while the government continues to put resources to improve the status of TVET colleges (Mmako, 2016). These resources have not been effectively utilised. The leadership and management have not been able to function effectively with the difficulties they are encountering in the TVET college sector.
The study investigated the key couching behaviour competencies required by managers in TVET colleges that will assist in achieving the organisational goals. A mixed survey methodology was used to gather the perceptions of TVET managers toward skills competencies of managers whom they consider effective in their sector. A survey questionnaire was designed around the coaching competencies required by managers in TVET colleges. The questionnaire was distributed online to 85 participants and 63 questionnaires were returned. Interviews were conducted through Microsoft Teams and Zoom. Information on the coaching competencies of managers in TVET colleges was collected through interviewing six deputy principals out of a sample of 10. The main value of the study is that it explored the coaching competencies needed by managers in TVET colleges. The literature review highlighted three competency areas which included values, knowledge, and coaching skills. The core competencies that were revealed by this study included the provision of effective feedback, questioning, knowledge about the TVET colleges, directing performance management, trust, and assisting personal development.