Classroom management competences as predictors of online teaching effectiveness in TVET institutions in Uganda

Kisu Mohammed Aata; Hoseah Kiplagat; Jafred Muyaka

doi:10.51867/scimundi.6.2.15

Autores

Kisu Mohammed Aata Department of Educational Foundations, School of Education, University of Eldoret, Kenya https://orcid.org/0009-0009-6347-9745
Hoseah Kiplagat Department of Educational Foundations, School of Education, University of Eldoret, Kenya https://orcid.org/0009-0009-8703-461X
Jafred Muyaka Department of Educational Foundations, School of Education, University of Eldoret, Kenya https://orcid.org/0000-0001-9398-3453

DOI:

https://doi.org/10.51867/scimundi.6.2.15%20%20

Palavras-chave:

classroom management competence, online teaching effectiveness, TVET, trainers, digital pedagogy, Uganda

Resumo

Online TVET learning enables trainees to access education remotely through digital communication technologies, including virtual classrooms. However, effective online teaching requires not only appropriate digital technologies and instructional content but also trainers with competencies to manage virtual learning environments. While previous studies have emphasized online content design, learning management systems, and digital readiness, comparatively limited attention has been given to classroom management competence in online TVET delivery. This study examined classroom management competence as a predictor of online teaching effectiveness among TVET trainers in Uganda. The study adopted a positivist research paradigm and used quantitative data from a mixed-methods parent study. Data were collected using a structured questionnaire administered through KoboToolbox from participants in seven TVET institutions across Uganda. A multi-stage sampling approach combining stratified and random sampling was used, resulting in 471 valid responses comprising 196 trainers and 275 trainees. Data were analyzed using descriptive and inferential statistics in RStudio. Independent-samples t-tests were used to examine differences in classroom management competence between online-savvy and non-online-savvy participants, while Ordinary Least Squares regression was used to determine predictors of online teaching effectiveness. The findings showed significant differences in classroom management competence across the dimensions assessed between online-savvy and non-online-savvy participants. Classroom management competence had a strong positive relationship with online teaching effectiveness and emerged as the strongest predictor in the regression model (β = 0.66, p < .001). The model explained 54.2% of the variation in online teaching effectiveness (R² = 0.542). Trainer experience, education level, digital exposure, field of specialization, and institutional factors also contributed significantly to online teaching effectiveness. Trainers in practical fields such as Electrical Installation Systems and Maintenance and Electronics showed lower levels of online teaching effectiveness. The study concludes that classroom management competence is an important component of effective online TVET delivery and should be integrated into trainer professional development alongside digital and pedagogical competencies.

Keywords:

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