Abstract:
Rethinking educational strategies in a challenging period of educational institutions, in terms of
quality and service delivery need a paradigm shift to facilitate the possible achievement of the
three learning domains. This paper sees some of the challenges of educational environment as:
teachers and administrators inability to satisfy students and parents interest in attaining the level
of satisfying learning domains. There is a knowledge gap that existed between many individuals’
professionals in schools and the assessment of job satisfaction to educational clients.
Contemporary teachers in schools and other administrative officers are not actively conscious of
the existing domains (cognitive, affective & psychomotor) that serve as the interconnecting factors
for service delivery and satisfaction to work (teaching and learning).Therefore, the argument
posits that every existing individual in the school environment has a role to play during interaction
for service delivery or teaching and learning toward achieving the educational psychology
learning domains. To have satisfaction and pleasing, motivational interaction within the school
settings will lead to the achievement of educational goals, through positive and productive
connection of assessing learning domains at all levels. Ecological theory was adapted to show the
complex interaction of all the school factors (human & materials) as they interact and integrate to
achieve school goals. Thus it is the duty of all education officers academic and non-academic to
work and assess all interactions using the domains of learning for productive academic
satisfaction
