Elements of Working Conditions and Retention of Course Tutors in Distance Education in Ghana

Abstract

This study examined the relationship between elements of working conditions and retention of course tutors facilitating distance academic programmes in Ghana. The descriptive cross-sectional survey design from the quantitative approach was adopted for the study. A sample of 612 tutors was drawn with the help of simple random and stratified sampling techniques from a study population of 2,700 from two public universities in Ghana—the University of Cape Coast and the University of Education, Winneba. The study adopted the Partial Least Square Structural Equation Modelling technique for the analysis of the results. It was found that elements of working conditions, such as compensation, workload and welfare, had a statistically and significant relationship with retention of course tutors. In conclusion, compensation, workload and welfare influence retention of part-time academic staff in distance education programmes in Ghana. Therefore, it was recommended that the management of the two universities should introduce attractive compensation and welfare packages for their course tutors facilitating their distance education programmes. It was also suggested that tutors assist in the enrolment drive for students, since more students lead to better working conditions through the workload as an element of working conditions.