Job Satisfaction and Commitment in Ghana: Perspectives from College Tutors

Abstract

Recruiting and persuading teachers to stay in their jobs is a key educational challenge in Ghana. Growing demands and expectations on teachers have resulted in higher turnover. Based on this context, the major goal of this study was to assess if job satisfaction predicts the organisational commitment of college of education tutors. To accomplish this goal, this study set out to investigate and produce a hypothesis that explains and specifies the variables of job satisfaction and organisational commitment and the links between these variables. A quantitative cross-sectional survey was utilised to determine if job satisfaction predicts organisational commitment in colleges of education. The study’s target demographic was tutors at Ghana’s public colleges of education, with a sample size of 319. Questionnaires were used to gather data. The hypothesis was tested using multivariate multiple regression, structural equation modelling, and process analysis. According to the findings of the hypothesis, communication, a sub-dimension of job satisfaction, predicted affective commitment. Once again, co-workers and communication predicted normative commitment. Job satisfaction predicted organisational commitment. Focusing on building good job satisfaction among tutors in Ghana will assist in development of varied degrees of commitment. It is thus concluded that those who are satisfied in their jobs exhibit positive traits like greater performance, improved workflow and increased productivity. The study’s findings indicate that job satisfaction was a predictor of organisational commitment among tutors in Ghana. It is therefore recommended that principals and the Ghana Tertiary Education Commission look at ways such as recognition and reward, work-life balance as well as compensation and benefits, co-workers and team dynamics to improve tutor job satisfaction.