Correlation Between School Plant Organization and Lecturer’s Commitment on Academic Achievement among Public Tertiary Institutions in Gusau Educational Zone, Zamfara State, Nigeria

Résumé fourni par la source

This study studied Correlation Between School Plant Organization and Lecturer’s Commitment on academic Achievement among Public Tertiary Institutions in Gusau Educational Zone, Zamfara State, Nigeria. The study explored descriptive correlation approach, anchored in Systems Theory and Meyer and Allen's (1991) Three-Component Model of Organizational Commitment. The population of the study consist of one thousand and sixty tertiary institution lecturers during the 2024/2025 academic session in Zamfara State. A sample size of 286 lecturers were selected from the target population using proportionate and stratified random sampling technique. Data were obtained using a validated 31-item questionnaire (SPOLCQ) with a Cronbach's alpha of 0.997 and students' Cumulative Grade Point Average (CGPA) records, resulting in a 93.7% response rate. Findings found that school plant organization was somewhat competent (M = 2.98), while lecturers demonstrated a high level of devotion (M = 3.18). Pearson correlation analysis showed a modest positive association between school plant organization and academic achievement (r = 0.412, p < 0.001) and a stronger relationship with lecturers’ commitment (r = 0.521, p < 0.001). Multiple regression analysis found that the two factors jointly explained 31.7% of the variance in students’ academic achievement (R² = 0.317, p < 0.001), with lecturers’ commitment emerging as the stronger predictor. The study suggests that both physical infrastructure and human commitment are crucial to academic performance, particularly in tough situations. It offers integrated approaches that simultaneously target facility improvement and lecturer welfare to increase educational quality in northern Nigeria.

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