This study examined the relationship between TETFund capacity building interventions and academic staff output in State Universities in North-East, Nigeria. The study intended to ascertain the intersection between TETFund interventions terms of capacity building and academic staff output across state-owned universities in North-East Nigeria. In order to achieve the objectives of the study, three (3) specific objectives with corresponding research questions and hypotheses guided the study. The study adopted correlational design. The population of the study was 2,758 academic staff of the six (6) State Universities in North East region of Nigeria. A sample of 338 academic staff from three (3) State Universities was selected using multistage sampling procedure. Two (2) self-designed questionnaires tagged: TETfund Intervention Questionnaire (TIQ) and Academic Staff Output Questionnaire (ASOQ) were used for data collection. The questionnaires were validated by three experts. The instruments yielded reliability coefficients of 0.934 and 0.839 for TIQ and ASOQ respectively. The collected data was analyzed using mean, standard deviation and Pearson Product Moment Correlation to answer the research questions. While, inferential statistics of simple linear regression was used to test all the null hypotheses at 0.05 level of significance. The findings revealed that the relationship between TETfund staff training and development intervention and academic staff output is significant and moderately positive; TETfund physical infrastructure is positive and significantly related to academic staff output; and that TETfund research and publication intervention is significant and positively related to academic staff output in the study area. Based on the findings, it was concluded that TETFund capacity building interventions have positive and significant relationship with academic staff output in State Universities in North-East, Nigeria. The study recommended among others that state universities in Northeast Nigeria, in collaboration with TETfund, should prioritize staff training and professional development to enhance academic performance; strategic investment in academic infrastructure such as lecture halls, laboratories, and ICT facilities should align with departmental needs to boost productivity; and that sustained support for research through accessible grants, training in proposal writing, and publication ethics is essential, especially for early-career academics.
Marwan et al. (Fri,) studied this question.