MODERATING ROLE OF ORGANIZATIONAL AFFECTIVE COMMITMENT ON THE RELATIONSHIP BETWEEN SELF EFFICACY, TRAINING AND PERFORMANCE OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN BAUCHI MEROPOLIS

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dc.contributor.authorABDULLAHI, Abubakar Sadiq
dc.date.accessioned2019-10-04T15:35:35Z
dc.date.available2019-10-04T15:35:35Z
dc.date.issued2019-04
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF SCIENCE (M.Sc.) DEGREE IN BUSINESS ADMINSTRATION DEPARTMENT OF BUSINESS ADMINISTRATION, AHMADU BELLO UNIVERSITY BUSINESS SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA NIGERIAen_US
dc.description.abstractIn education system, the performance of teachers is one of the fundamental factors determining school effectiveness and learning outcomes. It is becoming worrisome to note that the performance of these teachers specifically in Bauchi state has taken a negative shape. Extant studies have linked performance with training and self efficacy, but their results were inconsistent. Hence, this study examined the moderating role of organizational commitment on the relationship between self efficacy, training and teacher‘s performance. The study is cross sectional and a survey research design was used and data were collected from 422 public secondary school teachers in Bauchi Metropolis. Data were analyzed by structural equation modeling of partial least square using Smartpls 2 software and the results indicated a significant positive effect of training and self efficacy on teachers‘ performance. The results further revealed that while organizational affective commitment has significant moderating effect on the relationship between self efficacy and teachers‘ performance among public secondary schools in Bauchi Metropolis, it does not significantly moderate the relationship between training and teachers performance. The study therefore recommended for institutions to embark on training program on a regular basis. Experience should be considered when recruiting teachers as this will build strong professional efficacy. Also effort should be made to stimulate teachers‘ commitment to the various schools they work.en_US
dc.identifier.urihttps://kubanni.abu.edu.ng/handle/123456789/12108
dc.language.isoenen_US
dc.subjectMODERATING ROLE,en_US
dc.subjectORGANIZATIONAL AFFECTIVE COMMITMENT,en_US
dc.subjectRELATIONSHIP,en_US
dc.subjectSELF EFFICACY,en_US
dc.subjectTRAINING,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectTEACHERS,en_US
dc.subjectPUBLIC SECONDARY SCHOOLS,en_US
dc.subjectBAUCHI MEROPOLISen_US
dc.titleMODERATING ROLE OF ORGANIZATIONAL AFFECTIVE COMMITMENT ON THE RELATIONSHIP BETWEEN SELF EFFICACY, TRAINING AND PERFORMANCE OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN BAUCHI MEROPOLISen_US
dc.typeThesisen_US
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