Rethinking Educational Psychology Strategies for Attaining Teaching and Learning Domains through Productive Connectedness

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