Abstract:-Objective: The main objective of this paper is to determine the relationship between organizational cultures and psychological empowerment on organizational commitment among lecturers in Higher Education Institution (HEIs) of Borno State, Nigeria. Organizational culture in this study includes Adhocracy, Market, Hierarchy and Clan cultures. Methods: Correlational design was adopted using cross sectional approach in this study. Total samples of 417 lecturers were drawn through proportionate random sampling method from a total accessible population of 1287. Data was collected through administration of adapted and adopted instruments from previous researchers designed on 5 point Likert scale. The reliability of the instruments was determined through the pilot study data using Cronbach's alpha reliability coefficients which stands at not less than .93 for all the instruments. The Data was analyzed using Structural Equation Modeling (SEM) with AMOS graphics. Preliminary and subsequent assessments of model fits were conducted from CFA to measurement model which fell within the acceptable threshold, and indicates the data at hand fits the model ( (4994) = 7873.606, p=0.00, /df =1.577, GFI=0.702; TLI=0.901, CFI=0.906; IFI=0.907, RMSEA= 0.042).Results: Findings depict significant relationship exist between organizational commitment, psychological empowerment, hierarchy and clan cultures. Also there is significant relationship between adhocracy, market, hierarchy and clan cultures with psychological empowerment. Furthermore, psychological empowerment, hierarchy and clan cultures are predictors of organizational commitment in the HEIs examined. Conclusion:Enhancing organizational culture and psychological empowerment could be a potent mechanism for improving lecturers' organizational commitment in HEIs in Nigeria. Higher educational institutions play critical roles in realizing national socio economic and political aspirations, hence due attention should be given to the types of cultures within organizations that encourage lecturer' sense of psychological empowerment and subsequently their commitment to the organization in specific and education system in general.

School effectiveness is the level at which school is able to accomplish its pre-determined objectives with a view to solving the obstacles that might hinder the smooth running of schools. Although, substantial progress was theoretically achieved in defining effective schools, still there exists a dearth in models which researchers could rationalise and develop a theory that could best describe the phenomena. This paper explained the concepts of school effectiveness and social system as well as the role of social system theory in enhancing an effective school system. And finally the implications of the paper to the body of knowledge, policy makers and school principals were discussed in the paper.