Predictors of Teaching Effectiveness among Academic Staff in Higher Education Institutions in Gusau, Zamfara State, Nigeria: The Roles of Digital Readiness and Institutional Support

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@article{1722263,
      author = {Balkisu Hassan Augie, Mubarak Hassan Augie, Abbas Sani},
      title = {Predictors of Teaching Effectiveness among Academic Staff in Higher Education Institutions in Gusau, Zamfara State, Nigeria: The Roles of Digital Readiness and Institutional Support},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {10},
      number = {2},
      pages = {965-974},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1722263.pdf},
      abstract = {Teaching effectiveness is central to the quality of higher education, while increasing reliance on digital technologies has made academic staff’s digital readiness and institutional support important considerations in instructional practice. This study examined digital readiness and institutional support as predictors of teaching effectiveness among academic staff in higher education institutions in Gusau, Zamfara State, Nigeria. A cross-sectional quantitative research design was adopted. The population comprised 954 academic staff across five higher education institutions in Gusau, from which a sample of 282 academic staff was selected using the Taro Yamane formula and proportionate sampling. Data were collected using a structured questionnaire measuring digital readiness, institutional support, and teaching effectiveness. Expert review was used to establish content validity, while a pilot study was conducted to assess the instrument’s clarity and reliability. The questionnaire demonstrated good internal consistency, with an overall Cronbach’s alpha coefficient of 0.83. Data were analysed using descriptive statistics, Pearson’s product-moment correlation, and multiple linear regression at the 0.05 significance level. The findings revealed a significant positive relationship between digital readiness and teaching effectiveness (r = .286, p = .012). Institutional support also demonstrated a significant positive relationship with teaching effectiveness (r = .151, p = .041). Furthermore, digital readiness and institutional support jointly significantly predicted teaching effectiveness, F(2, 279) = 14.38, p < .001, explaining 9.5% of the variance. Digital readiness made the stronger unique contribution (β = .243, p = .001), compared with institutional support (β = .147, p = .027). The study concludes that strengthening academic staff’s digital capabilities alongside institutional support may enhance teaching effectiveness in higher education.},
      keywords = {Teaching Effectiveness, Digital Readiness, Institutional Support, Academic Staff, Higher Education Institutions.},
      month = {August},
      doi = {https://doi.org/10.64388/IREV10I2-1722263}
  }