College Culture and Tutor Job Satisfaction in Public Colleges of Education in Ghana

Abstract

This study examined how college culture relates to tutor job satisfaction in public Colleges of Education (CoEs) in Ghana and analysed the combination of culture traits that most strongly enhance tutors’ satisfaction. Using a quantitative approach within a positivist paradigm, the study employed a descriptive correlational survey design and targeted all full-time academic staff across the 46 public CoEs. Data from 714 respondents out of a sample of 750 eligible tutors selected through proportional stratified sampling were used for the analysis. Data were collected using a questionnaire with high reliability coefficients (college culture = 0.948; tutor job satisfaction = 0.940). Descriptive and inferential statistics were used for data analysis, and the findings indicated a high level of college culture and very high tutor job satisfaction, with a strong positive correlation between the two variables. Notably, the combination of involvement, mission, consistency, and adaptability culture traits accounted for 48.5 per cent of the variance in tutor job satisfaction, showing a statistically significant effect. The study concludes that college culture is a key factor in shaping tutors’ job satisfaction in public CoEs in Ghana. It is recommended that management and tutors critically reflect on their college culture, align everyday practices with the college’s mission and values, and work collaboratively to implement reforms that advance shared goals and strengthen the college's effectiveness, success, and sustainability. The study's significance lies in its theoretical contribution to explaining the culture–job satisfaction relationship in an under-researched educational context, thereby informing future research and professional practice.