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Sep 10, 2025Keywords:
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Main Article Content
Job satisfaction and academic qualifications as predictors of quality service delivery among academic staff with special needs: Case study Federal College of Education, (Special) Oyo, Nigeria
Abstract
Purpose: This study examined job satisfaction and academic qualification as predictors of quality service delivery among academic staff with special needs in the Federal College of Education (Special), Oyo, Oyo State, Nigeria.
Design/Methodology/Approach: The study used a descriptive survey research design. A multistage sampling technique was used to select 20 academic staff with special needs in F.C.E. (Sp.) Oyo as respondents. Twenty sets of questionnaire were distributed and retrieved from respondents. Data Analysis used descriptive statistics and multiple regression to test the stated hypothesis.
Research Limitation: This study strictly examined job satisfaction and academic qualifications as predictors of quality service delivery. This was discussed among academic staff with special needs in the Federal College of Education (Special), Oyo, Nigeria.
Findings: Job satisfaction and academic qualification significantly predict quality service delivery (F (2,37) =3.321; R=.528, R2=.279, Adj. R2=.240; P<.05). About 28% of the variation in quality service delivery was accounted for by the independent variables. Unlike academic qualifications, job satisfaction predicts quality service delivery of academic staff with special needs with a significance score of 0.001.
Practical Implication: Job satisfaction correlates significantly more with quality service delivery among academic staffers with special needs than with educational qualifications.
Social Implication: For an employee to attain and sustain quality service delivery that guarantees quality student learning, employers should prioritise job satisfaction for academic staff with special needs.
Originality and Value: The future of academic staffers with special needs is anchored on the fulfilment they derive from their jobs.
