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.