Koopman, KarenNeedham, SeamusNdaba, Thembelani E2025-05-062025-05-062024https://hdl.handle.net/10566/20367This phenomenological research aims to develop an understanding of the self-efficacy of selected campus managers in Technical Vocational Education and Training (TVET) colleges and its influence on their approach to management and decision-making, specifically in relation to improving academic outcomes. The main research question is: How does the self-efficacy of selected campus managers at TVET colleges in the Western Cape relate to their achievement of academic goals? To answer the main research question, the research involved selecting six research participants and employing a Husserlian phenomenological approach for the data construction process. To elicit rich descriptions of campus managers’ subjective experience, this study conducted in-depth semi-structured phenomenological interviews augmented with fieldnotes. The self-efficacy of campus managers was explored in the study, with a focus on factors such as personal characteristics, past experiences, social context, and vicarious experiences. The scholarly work of Edmund Husserl's 'lifeworld' theory and Martin Heidegger's notion of Dasein formed the theoretical superstructure for the data-explication frameworks. To present the findings, descriptive narratives based on Husserl's 'lifeworld theory' were crafted for each research participant. The descriptive narrative was followed by an interpretive narrative crafted by infusing Heidegger's notion of Dasein and William Glasser's Choice Theory. This was done to gain a deeper understanding of how campus managers' beliefs and choices influenced their self-efficacy and effectiveness in their roles to improve student academic results.enTechnical Vocational Education and Training College (TVET)Western CapeSelf-efficacyAcademic goal achievementPhenomenologyThesis