INVESTIGATING HINDRANCE FACTORS WHICH FORESTALLED TEACHERS’ PARTICIPATION IN PERFORMANCE CONTRACTS IN SENIOR HIGH SCHOOLS IN GHANA

Abstract

An online survey was conducted on a sample of 32 senior high school mathematics teachers in Kumasi senior high technical school using virtual snowballing technique. The study investigated the hindrance factors to teachers’ participation in performance contracting in senior high schools in Ghana. The study sought to conduct principal component analysis (PCA) on teacher contracting construct to identify the most important factors which had forestalled the implementation of teacher contracts in senior high schools in Ghana. Data was collected using researcher designed questionnaires of close-ended types on an evaluative continuum ranging from strongly disagree (SD) to strongly agree (SA) with alpha-reliability of 0.72. Data was analysed using both descriptive and multivariate inferential statistical techniques, particularly Exploratory Factor Analysis. Three (3) important factors (Teachers’ Perception, Information on PCs and Relevance of PCs) were extracted by principal component analysis of teachers’ responses. The results revealed that there should be strategies to develop positive perception of performance contracting in teachers through the provision of appropriate information on the relevance of teachers’ participation in performance contracting in senior high schools in Ghana.