DIGITAL CONTENT DEVELOPMENT AS CORRELATE OF JOB PERFORMANCE OF UNIVERSITY LECTURERS IN SOUTH EAST, NIGERIA

Abstract

This study examined digital content development as a correlate of the job performance of university lecturers in South East Nigeria. The study adopted a correlational survey research design. The sample consisted of 333 lecturers drawn from four federal universities in South East Nigeria. A multistage sampling procedure was adopted for the study. The instruments for data collection were three researcher-developed questionnaires titled: Transformative Professional Development Questionnaire (TPDQ), Empowerment Strategies Questionnaire (ESQ), and Lecturers’ Job Performance Questionnaire (LJPQ). Out of the 333 copies of the three instruments administered, 313 copies, representing approximately 94% return rate, were properly completed by the respondents and used for data analysis. Pearson Product Moment Correlation was used to answer the research questions raised for the study, while linear regression analysis was used to test the null hypothesis that guided the study at the 0.05 level of significance. Based on the analysis, it was found, among others, that digital content development significantly related to the job performance of university lecturers to a very high positive extent, while empowerment strategies significantly related to lecturers’ job performance to a high positive extent in South East Nigeria. The regression result revealed a significant probability (p) value of 0.001, which is less than the alpha value of 0.05. The study concluded that lecturers need to be adequately exposed to digital development programmes to enable them acquire the necessary skills required to improve their job performance. It was therefore recommended that university management should ensure that every lecturer demonstrates a very high level of digital competence before appointment.