Antecedents of job performance among employees in the Colleges of Education in Ghana: Does training and development matter?

Abstract

Even though there are several factors that influence the performance of educational staff, training and development remains a crucial and paramount factor that influence employees’ performance. This study investigated the impact of training and development programmes on job performance among employees in Colleges of Education in Ghana. This study was grounded in the human capital theory. Using a quantitative research approach through a descriptive cross-sectional survey design. The population for the study comprised over 5,000 employees across all the Colleges of Education in Ghana. Krejcie and Morgan’s sample size determination table was used in determining the sample size of 381 employees across various roles and demographics, using a self-developed and adapted questionnaire. The research focused on identifying specific training needs, evaluating the effectiveness of different training methods, assessing employee satisfaction with existing programmes, determining the perceived level of organizational support for training and determining the impact of various training types on job performance. Frequencies and percentages were used to analyse the demographic information of respondents. Means and standard deviations were used to analyse the data to answer research questions one to four. Correlation analysis, as well as, multiple regression analysis was used to examine the impact of diverse training and development factors on job performance. The findings revealed that training in pedagogical skills and professional ethics was outstanding because they had the most significant positive influence on job performance. Online courses were perceived as the most effective training method, followed closely by workshops and seminars. Employee satisfaction with training programmes was generally positive, particularly in terms of trainer expertise and content relevance, although the frequency of training opportunities received lower satisfaction ratings. The study emphasized the importance of organizational support in facilitating the application of newly acquired skills. It is therefore recommended that Management of the Colleges of Education should prioritize pedagogical and ethical training, diversify training methods, increase training frequency, and enhance organizational support for skill acquisition and application.