Influence of mode of training delivery on occupational competency of agriculture teachers in Uganda

Purpose The study aimed to determine the relationship between training delivery modes and the occupational competencies of graduate teachers of agriculture.Design A cross-sectional study design was used. Questionnaires and key informant interviews were used to collect data.Findings Results indicated that the graduate teachers were very competent, with a mean score of 85.37 ± 8.47%, and had mainly pursued full-time training (78.2%). Occupational competencies were significantly influenced by years in service and the level(s) taught.Practical implications The competency levels were not significantly influenced by the mode of training delivery. Training institutions should establish practical training sites to enhance competency levels. Workplaces should be committed to providing routine continuous professional and technical training.Theoretical implications The findings of this study contrast with some literature, indicating that the mode of training delivery significantly affected teachers’ job performance. This indicates the need for further investigation into other factors that significantly influence the competencies.Originality Studies examining competency levels, particularly regarding the mode of training delivery, are scarce. This study is appropriate in the post-COVID-19 era, when remote learning has received greater emphasis. Thus, the study helps address gaps in existing literature.