Capacity Building and Teachers’ Commitment to Duties in Public Secondary Schools in Calabar Municipality, Cross River State

This study investigated the predictive relationship between capacity building and teachers' commitment to duties in public secondary schools in Calabar Municipality, Cross River State, Nigeria. Specifically, the study examined the influence of peer coaching, training on Information and Communication Technology (ICT), and mentoring on teachers' commitment to duties. A correlational survey design was adopted. The population comprised 766 teachers, from which 263 teachers were selected using a multistage sampling procedure, while 256 valid questionnaires were analysed. Data were collected using the Capacity Building Questionnaire (CBQ) and Teachers' Commitment to Duties Questionnaire (TCDQ), with reliability coefficients of 0.81 and 0.89, respectively. Data were analysed using simple linear regression. The findings revealed that peer coaching, ICT training, and mentoring significantly predicted teachers' commitment to duties, with ICT training showing the strongest predictive influence. The findings support Career Motivation Theory, which explains that professional development strengthens teachers' career identity and resilience; Path–Goal Theory, which emphasizes leadership support through capacity-building initiatives; and Commitment Theory, which posits that organizational support enhances employees' dedication to institutional goals. The study concluded that sustained investment in teachers' professional development is essential for improving commitment to duties and recommended institutionalizing structured capacity-building programmes across public secondary schools.

Capacity building, peer coaching, ICT training, mentoring, teachers

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