SOFT SKILLS AS A PREDICTOR OF JOB PERFORMANCE OF TECHNICAL COLLEGE INSTRUCTORS IN LAGOS STATE, NIGERIA

Abstract

Soft skills play a critical role in determining job performance across various professions,
particularly in the education sector. Technical college instructors are not only required to possess
strong technical expertise but also relevant soft skills that enhance teaching effectiveness and
improve student learning outcomes. Therefore, this study investigated the predictive influence of
soft skills on the job performance of technical college instructors in Lagos State, Nigeria. A
descriptive survey design was adopted. The study population consisted of 400 instructors from five
technical colleges in Lagos State, and total enumeration sampling was employed. Data were
collected using two self-structured instruments: the Soft Skills Questionnaire (SSQ) and the
Technical College Instructors’ Job Performance Questionnaire (TCIJPQ). The instruments were
validated by three experts. Reliability analysis revealed strong internal consistency, with
Cronbach’s alpha coefficients of 0.81 and 0.77 respectively. The collected data were analysed
using the Statistical Package for the Social Sciences, employing descriptive statistics and linear
regression analysis. All hypotheses were tested at the 0.05 level of significance. The findings
revealed that communication skill (β = 0.652, p < 0.05), problem solving skill (β = 0.528, p <
0.05), and time management skill (β = 0.781, p < 0.05) significantly influenced instructors’ job
performance in government technical colleges in Lagos State. It was concluded that soft skills are
significant predictors of instructors’ job performance. The study recommended that the Ministry
of Education and technical college administrators should provide periodic professional
development programmes aimed at improving instructors’ soft skills, among other measures.