Lecturers' Competence Levels and Goal Achievement of Universities in Kwara State
Article Sidebar
Main Article Content
Abstract
Background: Universities rely heavily on the competence of their lecturers to achieve excellence in teaching, research, and community service. In the context of growing digital transformation, institutions face the challenge of ensuring that lecturers possess adequate technological, pedagogical, and professional competencies to drive institutional effectiveness and maintain academic quality. Aim: This study aimed to investigate the relationship between lecturers’ competence levels and the achievement of university goals in Kwara State, Nigeria. Specifically, it sought to determine the levels of lecturers’ competencies, assess the extent to which universities achieve their institutional goals, and examine how each competence dimension contributes to overall goal attainment. Method: A descriptive correlational survey design was adopted for the study. The sample consisted of 333 lecturers selected from three universities using proportionate stratified random sampling. Data were collected through a validated instrument titled Lecturers’ Competence Levels and Goal Achievement Questionnaire (LCLGAQ). The data were analysed using mean and standard deviation to describe competence levels and goal achievement, while Pearson’s Product-Moment Correlation was used to test relationships among variables at a 0.05 significance level. Results and Discussion: Findings revealed that lecturers exhibited high levels of technological and professional competence, but moderate levels of pedagogical competence. University goals related to teaching and research were highly achieved, whereas community service goals showed moderate achievement. Statistical analysis indicated significant positive relationships between all competence dimensions and university goal achievement, with technological competence emerging as the strongest predictor. These findings underscore the critical role of lecturers’ competencies in enhancing institutional performance and achieving academic excellence. Conclusion: The study concludes that technological, pedagogical, and professional competences collectively determine the effectiveness of universities in accomplishing their teaching, research, and community service mandates. Strengthening lecturers’ competencies across these dimensions will enhance institutional capacity to meet core educational objectives and sustain competitive performance in higher education.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Abubakar, U., Ogunlade, O. O., & Ibrahim, H. A. (2024). The influence of technology-integrated curriculum resources on student engagement and academic achievement in higher education. Advances in Mobile Learning Educational Research, 4(2), 1208-1223.
Adeoti, O. D. (2019). Lecturers’ Competencies and Utilisation of Instructional Resources for Self-employment Skills Acquisition by Students of Business Education in Kwara State Tertiary Institutions (Doctoral dissertation, Kwara State University (Nigeria)).
Adetomiwa, B., Akintola, B. O., Ejiwoye, R. O., & Olabisi, A. C. (2023). Academic Staff Research Productivity in Private Universities in Southwestern Nigeria: Factors Related to Low Research Productivity. International Journal of Operations Research and Information Systems (IJORIS), 14(1), 1-15.
Amin, M. S. (2022). Organisational commitment, competence on job satisfaction and lecturer performance: Social learning theory approach. Golden Ratio of Human Resource Management, 2(1), 40-56.
Asaju, K. (2023). The university system, social change and sustainable development in Nigeria. African Social Science and Humanities Journal, 4(2).
Chakraborty, D., & Biswas, W. (2020). Motivating factors in a teacher’s research and developmental activities and their impact on effective quality teaching in higher education institutions. Journal of Applied Research in Higher Education, 12(4), 609-632.
Enyekit, E. O., & Ukata, P. F. (2022). Impact of lecturers’ competencies on OTM students’ employability skills in tertiary institutions in Rivers State. International Journal of Innovative Social & Science Education Research, 10 (2), 88, 95.
Gunuc, S. (2023). Testing campus-class-technology theory in student engagement: A large sample path analysis. Journal of College Student Retention: Research, Theory & Practice, 25(3), 492-508.
Imakpokpomwan, M. I., & Odjugo, P. (2024). The Place of Human Capital Formation Theory In The Continuous Professional Development of Teachers. Journal of Theoretical and Empirical Studies in Education, 9(1).
Jacob, F., John, S., & Gwany, D. M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
Joseph, A. A., Okechukwu, J. N., & Obilor, P. U. (2024). Lecturers’ Digital Literacy Skills and Application of Artificial Intelligence As Predictors of Online Learning Outcomes Among Undergraduates in Federal Universities In South-East, Nigeria. Journal of Association of Educational Management and Policy Practitioners, 6(1), 337-350.
Kutsak, L., Zaskalieta, S., Hamorak, H., Hreniuk, L., & Parshuk, S. (2023). Components of professional competence and innovative professional activity of an HEI teacher. Eduweb, 17(3), 222-234.
Lucky, E. O. I., & Yusoff, N. B. M. (2015). Evidence on teaching qualifications, characteristics, competence and lecturer performance in higher institutions in Nigeria. International Journal of Management in Education, 9(2), 129-150.
Miñon, C. G. (2017). Workplace spirituality, work ethics, and organisational justice as related to job performance among state university educators. Journal of Teaching and Education, 7(1), 407-418.
Moreira, M. A., Arcas, B. R., Sánchez, T. G., García, R. B., & Melero, M. J. R. (2023). Teachers' pedagogical competences in higher education: A systematic literature review. Journal of University Teaching and Learning Practice, 20(1), 90-123.
Ofozoba, C. A., Nwobu, C. M., & Okechukwu, E. V. (2023). Knowledge economy and knowledge transfer in Nigerian education: A sustainable tool for global competitiveness. Journal of Educational Research, 8(1), 411-428.
Ogunbodede, K. F., Ewata, T. O., Kumar, A., & Okediji, O. G. (2023). Digital competencies and the 21st-century skills of university teachers in Nigeria. European Journal of Interactive Multimedia and Education, 4(2), e02305.
Ogunode, N. J., Ukozor, C. U., & Abiodun, O. J. (2024). Private universities in Nigeria: Contributions, problems and way forward. International Journal of Education and Life Sciences, 2(5), 436-451.
Okokoyo, I. E., & Nwaham, C. O. (2024). Advancing Education in Nigeria Through Human Capital Development: Theoretical Underpinnings, Practical Realities And Prospects. KWASU International Journal of Education (KIJE), 7(1), 48-55.
Okolie, U. C., Igwe, P. A., Nwajiuba, C. A., Mlanga, S., Binuomote, M. O., Nwosu, H. E., & Ogbaekirigwe, C. O. (2020). Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education. Journal of Applied Research in Higher Education, 12(5), 1233-1250.
Okolie, U. C., Igwe, P. A., Nwosu, H. E., Eneje, B. C., & Mlanga, S. (2020). Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?. Policy Futures in Education, 18(2), 294-313.
Oladimeji, H. T. (2025). Digital Pedagogy and Tools in Enhancing English Language Teaching in Nigerian Tertiary Institutions. Issues in Language and Literary Studies, 10(1), 208-225.
Olatoye, G. O., & Ileuma, S. (2023). Institutional Empowerment Strategies for Academic Service Delivery Sustainability in Nigerian Private Universities. In Lead City University Postgraduate Multidisciplinary Conference Proceedings 1(2), 234-246.
Owusu-Agyeman, Y. (2024). How lifelong learning shapes the professional development of staff in higher education institutions. Quality Education for All, 1(2), 134-150.
Oyeniran, S., Adedolapo, Y. M., Abubakar, Y. H., & Jimoh, T. B. (2024). Harnessing Performance Management to Elevate Lecturer Effectiveness in Nigerian Colleges. Indonesian Journal of Education and Social Studies, 3(2), 114-129.
Sabri, S. M., Ismail, I., Annuar, N., Rahman, N. R. A., Abd Hamid, N. Z., & Abd Mutalib, H. (2024). A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes. Integration, 9(55), 750-769.
Santos, J. M., & Castro, R. D. (2021). Technological Pedagogical Content Knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110.
Setiawan, E. (2025). Keys to Becoming a Great Lecturer: Motivation, Competency, and Discipline. Jurnal Informatika Ekonomi Bisnis, 232-236.
Sudargini, Y., & Purwanto, A. (2020). The effect of teachers' pedagogic competency on the learning outcomes of students. Journal of Industrial Engineering & Management Research, 1(4), 1-8.
Utama, I., Sagala, S., & Sitompul, H. (2017, October). The effect of lecturer competence on work productivity of private higher education lecturers in Aceh. In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017) (pp. 95-99). Atlantis Press.
Virtanen, P., Niemi, H., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers' professional competencies. Australian Journal of Teacher Education (Online), 42(12), 1-20.
Walder, A. M. (2017). Pedagogical Innovation in Canadian higher education: Professors’ perspectives on its effects on teaching and learning. Studies in educational evaluation, 54, 71-82.