Abstract:
The study examined technological knowledge, pedagogical knowledge, and
content knowledge (TPACK) as predictors of turnover intention among tutors
in the college of education, Ghana. The study employed a cross-sectional
descriptive research design with a quantitative approach. A sample size of 153
tutors was used for the study. The TPACK and turnover intention instruments
were used for data collection. The data were analysed using frequencies,
percentages, mean and standard deviation, multiple linear regression, and
smart PLS. The study revealed that technological knowledge among the
colleges of education tutors was low as compared to pedagogical knowledge
and content knowledge. A negative weak relationship was found between
technological knowledge and turnover intentions. TPACK was found to
predict turnover intentions among tutors. Sex and years of teaching experience
was not a significant moderator in the relationship between TPACK and
turnover intentions. The study recommended that the National Council for
Tertiary Education (NCTE) should organise seminars as a form of learning
platforms for tutors in the college of education to learn the necessary
technological skills and knowledge needed to enhance teaching and learning in
and outside the classroom.
