CAPACITY BUILDING DEVELOPMENT AND LECTURERS' EFFECTIVENESS IN COLLEGES OF EDUCATION IN NIGER STATE, NIGERIA

Abstract

A lot of problems seem to be affecting Colleges of Education in Nigeria, ranging from some high level of indiscipline noticed among lecturers. The main purpose of this study is to examine the relationship between capacity building development and lecturers' effectiveness in Colleges of Education in Niger state Nigeria. This study adopted descriptive research design of the correlational type. The population of the study comprised 920 lecturers in public colleges of education in Niger state as at year 2024 of carrying out this study. The sample for the study was 555 lecturers selected from two Colleges of Education in Niger state. Multistage sampling procedures, sample random technique and proportionate random sampling technique were used to select the sample for the study. Two set of instruments tagged “Capacity Building Development Questionnaire (CBDQ) and Lecturers Effectiveness Questionnaire (LEQ). The instruments were validated by two experts in the field of test and measurement as well as Educational Management that ensured the face and content validity. The reliability coefficients of 0.78 were obtained for the CBDQ and 0.85 for LEQ. The data were analyzed using both descriptive and inferential statistics, which is Pearson Product Moment Correlation (PPMC). The hypothesis formulated was tested at 0.05 level of significance. The findings of study revealed that the level of lecturers' job effectiveness was high in Colleges of Education in Niger State. Also, it was revealed that capacity building development made significance contribution to lecturers' effectiveness in Colleges of Education in Niger State. Based on these findings, the study recommends that the Colleges of Education authorities should sustain the current high level of lecturers' effectiveness through the use of appropriate managerial strategies such as capacity building development. Colleges of Education authorities should ensure that lecturers attend seminars, workshops regularly also further their studies when needed, this can influence the attainment of the institutional goal