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MODERATING ROLE OF ORGANIZATIONAL AFFECTIVE COMMITMENT ON THE RELATIONSHIP BETWEEN SELF EFFICACY, TRAINING AND PERFORMANCE OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN BAUCHI MEROPOLIS
In education system, the performance of teachers is one of the fundamental factors determining school effectiveness and learning outcomes. It is becoming worrisome to note that the performance of these teachers specifically in Bauchi state has taken a negative shape. Extant studies have linked performance with training and self efficacy, but their results were inconsistent. Hence, this study examined the moderating role of organizational commitment on the relationship between self efficacy, training and teacher‘s performance. The study is cross sectional and a survey research design was used and data were collected from 422 public secondary school teachers in Bauchi Metropolis. Data were analyzed by structural equation modeling of partial least square using Smartpls 2 software and the results indicated a significant positive effect of training and self efficacy on teachers‘ performance. The results further revealed that while organizational affective commitment has significant moderating effect on the relationship between self efficacy and teachers‘ performance among public secondary schools in Bauchi Metropolis, it does not significantly moderate the relationship between training and teachers performance. The study therefore recommended for institutions to embark on training program on a regular basis. Experience should be considered when recruiting teachers as this will build strong professional efficacy. Also effort should be made to stimulate teachers‘ commitment to the various schools they work.