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<p>This study explored how leadership commitment, organizational conditions, and competency-based training and development (CBT&amp;D) relate to perceived institutional service quality in four Colleges of Teacher Education (CTEs) in Oromia, Ethiopia. Although CBT&amp;D is strongly emphasized in public sector reforms, evidence that integrates these factors within a single framework in teacher education settings remains limited. The study was grounded in Human Resource Development theory, the Resource-Based View, and Institutional Theory, and applied a convergent parallel mixed-methods design. Quantitative data were obtained from 400 respondents (240 academic and 160 administrative staff) using stratified proportional sampling, complemented by interviews with 12 key informants and institutional document review. Analysis involved correlation, hierarchical regression, mediation analysis using PROCESS Model 4, and thematic analysis. Findings show a strong positive relationship between CBT&amp;D and service quality (r = .789, p &lt; .01). In the regression model, leadership commitment produced the highest standardized effect (β = .513, p &lt; .001). Mediation results indicate that CBT&amp;D partially explains the relationship between leadership commitment and service quality. Overall, the results point to an interlinked institutional pattern where leadership, organizational conditions, and CBT&amp;D operate together in shaping service quality outcomes, rather than functioning as isolated factors.</p>

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The mediating role of competency based training and development in the relationship between leadership commitment organizational conditions and service quality in Oromia colleges of teacher education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月1日

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  • Wondmagegnehu Gogni,
  • Abeya Geleta Geda,
  • Abunu Arega

摘要

This study explored how leadership commitment, organizational conditions, and competency-based training and development (CBT&D) relate to perceived institutional service quality in four Colleges of Teacher Education (CTEs) in Oromia, Ethiopia. Although CBT&D is strongly emphasized in public sector reforms, evidence that integrates these factors within a single framework in teacher education settings remains limited. The study was grounded in Human Resource Development theory, the Resource-Based View, and Institutional Theory, and applied a convergent parallel mixed-methods design. Quantitative data were obtained from 400 respondents (240 academic and 160 administrative staff) using stratified proportional sampling, complemented by interviews with 12 key informants and institutional document review. Analysis involved correlation, hierarchical regression, mediation analysis using PROCESS Model 4, and thematic analysis. Findings show a strong positive relationship between CBT&D and service quality (r = .789, p < .01). In the regression model, leadership commitment produced the highest standardized effect (β = .513, p < .001). Mediation results indicate that CBT&D partially explains the relationship between leadership commitment and service quality. Overall, the results point to an interlinked institutional pattern where leadership, organizational conditions, and CBT&D operate together in shaping service quality outcomes, rather than functioning as isolated factors.