An Assessment of Proportional Impact of Psycho-Social Factors on Teaching Efficacy among University Academics in Southwestern, Nigeria

Abstract

This study assessed the proportional impact of some psycho-social factors on teaching efficacy among academics in public universities in Southwestern Nigeria. Psychological and social factors considered are age, gender, marital status, job status, and emotional intelligence, locus of control, self-efficacy, job burnout, and job satisfaction. A multi-stage sampling technique was used to select twelve universities (six federal and six state) across the six states in Southwestern Nigeria. The study utilizes a descriptive research design of correlation type, employing cluster and proportionate sampling methods to select 1,676 academic staff participants across the twelve universities. Data was analyzed using causal modeling techniques involving multiple regression, factor analysis and path analysis. A hypothesized causal model involving all the nine predictor variables, and the criterion variable was built. Path models were identified through six structural equations; the paths of the model were trimmed based on statistical significance and meaningfulness. Results show that the studied psycho-social factors significantly impacted teaching efficacy, with the nine predictors accounting for (54.2%) of the variance in teaching efficacy among university academics in Southwestern Nigeria. Emotional intelligence emerged as the most impactful variable on teaching efficacy, influencing direct and indirect pathways. Self-efficacy and job burnout also significantly impacted the criterion variable, while age, marital status, and job status played significant roles in emotional intelligence and self-efficacy.  Recommendations for improving academics’ teaching efficacy include moderating the study of psycho-social factors through implementing robust educational policies, addressing job burnout, and enhancing the intrinsic motivation of academics through a re-designed reward and incentive systems. University management should provide counselling and therapeutic services for academics in order to help them navigate through psycho-social challenges that may impact professional obligations.