Lecturers’ Job Performance and School Goal Achievement in State Colleges of Education, North-Central, Nigeria
DOI:
https://doi.org/10.47453/edulead.v8i1.4115Kata Kunci:
Lecturers Job Performance, School Goal Achievement, Knowledge Competence, Curriculum Delivery, Research CompetenceAbstrak
The performance of lecturers plays a crucial role in determining the effectiveness of higher education institutions, particularly in achieving institutional goals such as quality teaching, student development, research productivity, and community service. However, concerns have been raised regarding the declining performance of lecturers and their implications for the attainment of educational objectives in Colleges of Education in Nigeria. This study examined the relationship between lecturers’ job performance and school goal achievement in state Colleges of Education in North-central Nigeria. The study adopted a descriptive survey research design of correlational type. The population comprised lecturers from state Colleges of Education in the North-central region of Nigeria. A multi-stage sampling technique was used to select three states, from which 200 lecturers were randomly selected as respondents. Data were collected using a structured questionnaire titled Lecturers’ Job Performance and School Goal Achievement Questionnaire (LJPSGAQ). The instrument was validated by experts and yielded a reliability coefficient of 0.80 using the test–retest method. Data were analysed using descriptive statistics and Pearson Product-Moment Correlation (PPMC) at a 0.05 level of significance. The findings revealed that lecturers’ knowledge competence, curriculum delivery, and research competence had significant relationships with school goal achievement, while ICT skills showed no significant relationship. The study concludes that lecturers’ professional competence is a critical factor in achieving institutional goals in Colleges of Education. The study contributes empirical evidence that strengthening lecturers’ competencies through professional development and institutional support can enhance institutional effectiveness and educational quality in Nigerian Colleges of Education
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