EFFECT OF JOB MORALE AND JOB COMMITMENT ON ACADEMICSTAFF PRODUCTIVITY AND QUALITY EDUCATION DELIVERY INPUBLIC AND PRIVATE UNIVERSITIES IN EDO STATE, NIGERIA

Abstract

his study investigated the influence of job morale and job commitment on academic staff productivity and quality of education delivery in public and private universities in Edo State, Nigeria. Adopting a qualitative phenomenological approach, the research explored the lived experiences, perceptions, and meanings of 30 academic staff across three public universities (University of Benin, Edo State University, Uzairue) and one private university (Igbinedion University, Okada). Data were collected using semi-structured interviews and focus group discussions, designed to elicit insights into motivational drivers, institutional support, and professional engagement. The data were transcribed verbatim and analyzed using Braun and Clarke’s (2006) six-step thematic analysis framework, with both inductive coding to capture emergent themes and deductive coding informed by motivation theories, including Maslow’s Hierarchy of Needs, Herzberg’s Two-Factor Theory, Self-Determination Theory, and Expectancy Theory. Four major themes emerged: (1) job morale as a determinant of engagement and productivity, (2) job commitment and its impact on sustained quality education delivery, (3) institutional practices as moderators of morale and commitment, and (4) contextual differences between public and private universities. Findings indicate that intrinsic motivators—such as recognition, autonomy, and professional development—enhance morale, while affective and normative commitment strengthens institutional loyalty and quality teaching. Leadership practices, equitable policies, and resource availability were identified as critical moderators that either reinforce or constrain motivation. Public and private universities exhibited distinct motivational dynamics, underscoring the need for context-specific management strategies. The study provides actionable implications for educational managers and policymakers, advocating for integrated motivational frameworks, participatory leadership, and tailored strategies to enhance academic staff engagement, productivity, and the quality of education delivery.