Culture traits as predictors of tutor job satisfaction in selected public colleges of education in Ghana: A pre-test analysis

This pre-test study investigated how culture traits predicted tutor job satisfaction in Ghana's selected public Colleges of Education (CoEs). Based on a positivist paradigm, this study adopted a quantitative form of a descriptive survey. The target population involved all tutors of three randomly sampled public CoEs in Ghana. In contrast, the eligible population included all full-time tutors of these colleges who had been at their present post for at least two years. A structured questionnaire helped obtain quantitative data from sixty-three respondents through census sampling. The internal consistency of the questionnaire was established using Cronbach Alpha (college culture: r=0.948; job satisfaction: r=0.940). Data were analysed using frequency, percentage, mean, standard deviation, and linear multiple regression. Significant findings were that the colleges' mission culture trait was dominant, and the tutors experienced high job satisfaction. College culture had a strong statistically significant positive relationship with tutor job satisfaction. Specifically, consistency and adaptability culture traits were good and significant predictors of tutor job satisfaction. Conclusively, college culture is a resilient variable that influences every college initiative, including tutor job satisfaction, and guarantees the college’s lasting sustainability. Consequently, the Ghana Tertiary Education Commission (GTEC) should regularly train the management of public CoEs to gain the desired knowledge, skills and experiences to nurture a positive college culture that will guarantee enhanced tutor job satisfaction for the practical realisation of the aims and goals of teacher education in Ghana.

Keywords: adaptability culture, consistency culture, involvement culture, mission culture, college culture, tutor job satisfaction