Psychological career pre-occupation and social connectedness in Ghanaian education staff’s career management

Abstract

Purpose: This study examines the interplay of psychosocial career pre-occupation, social connectedness, and organisational commitment in higher education and offers insights for academia and practitioners. It also explores the impact of gender, job level, and the moderating effect of psychosocial career pre-occupation on employees’ commitment in this sector. Design/methodology/approach: A purposeful sample of 288 senior academic and administrative staff, mostly married males aged 31–40 years, completed the Psychosocial Career Pre-occupation Scale (PCOS), Workplace Friendship Scale (WFS), and Organisational Commitment Scale (OCS). Findings/results: Significant relationships were found among psychosocial career preoccupation, social connectedness, and organisational commitment in higher education. Moderated analysis revealed predictive roles of gender, job level, and psychosocial career pre-occupation on organisational commitment, and illuminating sector dynamics. Practical implications: For human resource managers and practitioners in Ghana’s public higher education, this study offers insights to boost workforce commitment and engagement, which is vital for national progress. Originality/value: By validating essential elements of career self-management practices, this research extends career construction theory, enriching understanding and fostering professionals’ careers in higher education. It contributes to practical applications and scholarly knowledge by providing a deepening insight into organisational dynamics in this sector.