Abstract
The study investigated the predictive relationship between demographic factors and teachers’ job performance in technical colleges in Gombe State, Nigeria. The research was motivated by concerns over the suboptimal performance of these crucial technical institutions and the need to identify key factors affecting teacher effectiveness. Cross-sectional descriptive research design was adopted. The population comprised all 443 teachers and principals in the seven Government Science and Technical Colleges in the state. A simple random sampling technique was employed, and Taro Yamane’s formula was used to determine a sample size of 210. Data were collected using a validated and reliable questionnaire, the Influence of Demographic Variables and Teacher Job Performance Questionnaire (IDVTJPQ), which had a Cronbach’s alpha of 0.89. Descriptive statistics, including mean and standard deviation, were used to answer the research questions, while linear regression analysis tested the predictive relationship between demographic factors and teachers’ job performance at a 0.05 significance level. The findings revealed that gender, age, and educational qualification had statistically significant positive predictive relationships with teachers’ job performance. Consequently, the study concluded that these demographic factors are substantial predictors of teacher effectiveness in technical colleges. It was recommended that educational policymakers and administrators develop targeted human resource strategies, including gender-sensitive policies, age-specific professional development programs, and incentives for higher qualifications, to enhance teacher performance and achieve the objectives of technical and vocational education in Gombe State.