Administrative Support, Work-Family Conflict and Work-Commitment of Tutors in Colleges of Education in Northern Region

Abstract

The study examined administrative support, work-family conflict, and work-commitment of tutors in the Colleges of Education in the Northern Region. The study adopted the descriptive cross-sectional survey design. Three research questions and six hypothesis were formulated to guide the study. A sample of 194 tutors was used as respondents for the study. The Work-family Conflict Scale, Work-Commitment Scale and the Principal Support Scale were the instruments used to collect data for the study. Data for the research questions were analysed using means and standard deviation. Research hypotheses 1, 2 and 3 were tested using multivariate multiple regression. Research hypotheses 4 and 5 were tested using one-way MANOVA, while hypothesis 6was tested using multivariate linear regression. It was revealed that tutors in the Colleges of Education used for the study, received varied levels of administrative support from their principals. It was also found that male and female tutors did not differ significantly on any of the dimensions of work-commitment and work-family conflict. It is recommended that the Principals of Colleges of Education should continue to extend the needed administrative support especially professional support to tutors under their supervision.