There is a growing body of literature investigating the impact of retraining and motivation on employee work efficiency. However, little seems to be understood about the effects of employee placement on the commitment of teachers to their jobs. To the best of the researcher's awareness, the partial and composite impact of staff placement, retraining, and motivation on the three aspects of job commitment (affective, continuance and normative) among secondary educators have scarcely been examined. This research was intended to fill this (...) vacuum by using a predictive path modelling approach to analyse the association between these endogenous and exogenous variables. A random sample of 500 secondary school principals was surveyed using two forms of questionnaires. Collected data were analysed and formulated hypotheses tested using Path and multiple linear regression analyses, with the aid of Amos and SPSS packages. Findings indicated that staff placement and motivation were highly predictive of instructors' commitment (at the affective and continuance dimension), but not at the normative dimension; Employee dedication in the three dimensions was not predicted by personnel retraining, but it did result in employee attrition; workers retraining only increased teachers' work commitment when it was augmented with placement and motivation. The combined effect of staff placement, retraining, and motivation was statistically significant in two dimensions of teachers’ job commitment (affective and continuance), but not on the normative dimension. Based on these findings, policy and theoretical ramifications for effective instructional management, assessment, classroom practice, and future study are discussed. (shrink)

This study evaluated the quality of educational resources vis-à-vis effective instructional service delivery in Nigerian universities. Particularly, the study was carried out in university of Calabar, using five hundred and nineteen (519) students selected through the simple random sampling technique from the fifteen faculties of the University of Calabar. To achieve the purpose of the study, two hypotheses were formulated. A questionnaire titled quality of educational resources and effectiveness of instructional service delivery questionnaire (QEREISDQ) was developed by the researchers, this (...) was subjected to face and content validity by three experts in measurement and evaluation and Administration of Higher education all in Faculty of Education University of Calabar. A pilot test was carried out using forty students from University of Uyo in Akwa Ibom state to establish the reliability of the instrument. Using the Cronbach’s alpha reliability method, the instrument had a reliability coefficient of α=.79-.85. The instrument was administered to the respondents and retrieved with Zero attrition rate. The data collected was analyzed through means, standard deviation, Pearson product moment correlation and multiple regression analysis. It was revealed among other things that; the quality of educational resources has a significant relationship with effective of instructional service delivery, with the quality of lecturers being the strongest predictor of effective instructional delivery. However, it was also revealed that the quality of library was significantly low and influenced effective instructional delivery negatively. It was therefore, recommended that government and corporate organizations should provide adequate educational resources and promote viral development programmes for lecturers to enhance effective instructional delivery in Nigerian universities. (shrink)