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

Mukaila Abiodun YISA; Oriola Olatunji FADAIRO; John Olutimileyin AREO; Bukola Banjoko YUSSUF; Sunday Joseph OLADIPO; Abioye David FASOSIN; Isaac Adeleke AIYEMOBOYE

Mukaila Abiodun YISA; Oriola Olatunji FADAIRO; John Olutimileyin AREO; Bukola Banjoko YUSSUF; Sunday Joseph OLADIPO; Abioye David FASOSIN; Isaac Adeleke AIYEMOBOYE Department of Industrial Technical Education, Tai Solarin Federal University of Education, Ijagun, Ogun State

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 analyzed 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 programs aimed at improving instructors’ soft skills, among other measures.