Abstract
This study examined the relationship between the State Universal Basic Education Board's execution of strategic capacity building and teachers' job satisfaction in Akwa Ibom State. One objective, research question and null hypothesis were formulated to guide the study. The correlational design was adopted. The population of the study consisted of 12,566 public primary school teachers in Akwa Ibom State. A multi-stage approach was used to select a sample size of 1,750 teachers. Two researcher-developed instruments namely ‘Executing Strategic Capacity Building Questionnaire (ESCBQ) and ‘Teachers’ Job Satisfaction Questionnaire (TJSQ)’ were both completed by teachers and used for data collection. The instruments were validated by three experts from the University of Uyo. The Cronbach’s Alpha Statistic was used to ascertain the reliability coefficients of .832 and .790 respectively. Correlation (r) was used to answer research question while the PPMC analysis was used to test hypothesis at 0.05 level of significance. The findings revealed that strategic capacity building has a significant relationship with teachers’ job satisfaction. It is therefore recommended that SUBEB management should strategically design and carryout capacity building programmes for teachers based on needs assessment that leads to successful implementation of educational strategies.
Highlights
From the Federal Republic of Nigeria (2004) the section 9 of the Universal Basic Education Act provides for the implementation of the Universal Basic Education programme through the State Universal Basic Education Board (SUBEB) of each of the 36 states in Nigeria
The more SUBEB management focuses on the objective of retraining teachers for quality delivery, the more teachers will value management's efforts in improving their personal and work outcomes which results to high job satisfaction
Relating the findings to the problem of the study has emerged with solutions that will strengthen and improve Nigeria's basic education programme with evidence of achievement of the on-going 'Education for Change' strategic plans, improved global reports and rankings, as well as better work outcomes that result from high levels of teachers' job satisfaction
Summary
From the Federal Republic of Nigeria (2004) the section 9 of the Universal Basic Education Act provides for the implementation of the Universal Basic Education programme through the State Universal Basic Education Board (SUBEB) of each of the 36 states in Nigeria. One of the strategies of ‘Education for Change’ includes retraining existing teachers for quality delivery. This is capacity building and it involves building and strengthening teachers’ skills, knowledge, attributes, dispositions, competences and capabilities through trainings and staff development programmes. Osuji (2014) opined that teachers are the field agents of educational change and reform the necessity of making strategic plans to build human capacity and knowledge through comprehensive and high quality education, training and skills development programs cannot be overstated This is capacity building and it involves building and strengthening teachers’ skills, knowledge, attributes, dispositions, competences and capabilities through trainings and staff development programmes. Osuji (2014) opined that teachers are the field agents of educational change and reform the necessity of making strategic plans to build human capacity and knowledge through comprehensive and high quality education, training and skills development programs cannot be overstated
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