US BETWEEN STUDENTS’, TEACHERS’ AND SCHOOL SYSTEM EFFECTIVENESS: CONSTRUCTION AND FACTORIAL VALIDITY OFA MEASURING INSTRUMENT

This study explored the nexus between teachers’, students’, and school system model fit for accepting the proposed model. The null hypothesis was tested at .05 level ofsignificance v15, SPSS v23, and Amos v23. Findings from the study revealed,among others that,there is a rotation and eigenvalues greater than one. Cronbach Alpha yieldedreliabilitycoefficients of .982, model fit determined byRMSEA(.068), CFI(.935), TLI(.931), and SRMR(.029) all indicated a good using Path analysis. All the computations and analyses were aided using MS-EXCEL v2016, Stata formulated to guide the study. Convenient sampling technique aided in selecting a sample of 271 principals and 329 teachers from a population of 271 principals and 4,336 teachersrespectively. .983, .930, and.941 obtained for teachers’, students’, school system effectiveness, and the overall effectiveness in Cross River State, following a factorial research design. One null hypothesis was validity of the instrument was established through Factor analyses (EFA and CFA) with Promax effectiveness, and school system effectiveness. It was recommended that the government at all levels should provide funds and supply public schools with good school plants such as buildings, significant direct and indirect parsimonious nexus between teachers’ effectiveness, students’ “Teachers’, Students’ and School System Effectiveness Scale (TSSSES)”was constructed. The instrument. The Kaiser-Meyer-Olkin measure of sampling adequacy was employed and revealed a coefficient of .960providing sufficient evidence to conduct factor analysis. The confirmatory factor laboratories, libraries and teaching aids towards promoting effectiveness