No abstract

This study investigated the mediating effects of the satisfaction of basic work psychological needs (autonomy, competence, and relatedness) on the relationship between psychological empowerment and career commitment among teachers. Two hundred and twelve (212) teachers randomly sampled from 24 secondary schools in Ijebu North Local Government Area of Ogun State, Nigeria participated in the study. Data were collected using three validated instruments and analysed using the parallel mediation process of the multiple mediation macros (Hayes, 2013) on SPSS 21.0 with bootstrapping set at 1,000. Findings revealed that psychological empowerment had significant total (c = .183; p < .05) and direct (c' = .092; p < .01) effects on teachers' career commitment. Keeping other mediators constant, there were significant indirect effects of autonomy (Coeff = .161; p < .05) and competence (Coeff = .445; p < .001) but no significant indirect effect of relatedness (Coeff = .019; p > .05) on the relationship between psychological empowerment and teachers' career commitment. Psychological empowerment therefore has significant total and direct effects on career commitment. It also has significant indirect effect on career commitment through the mediating roles of autonomy and competence but not through relatedness. Implications of the study along with suggestions for practice and research were highlighted.

No abstract

Abstract

This study investigated the effect of three play strategies on academic performance of low achiev-ing Basic 1 pupils in primary schools in Oyo State, Nigeria. A quasi-experimental research design using pretest, posttest, control group was adopted where pupils screened to have low achievement scores were selected from schools randomly assigned to treatment groups. Participants met on dif-ferent treatment strategies for eight weeks of two contact hours each. Academic performance was assessed before and after treatment with data analysed using Analysis of Covariance. Results in-dicated that the three play strategies are effective in improving pupils’ academic performance (F (3 124) = 310.566; p <0.05). Based on the findings, it was recommended that any of the play strate-gies could be effectively utilized in improving the academic performance of low achieving pupils.