Technological, pedagogical and content knowledge (tpack) as predictors of turnover intention among Tutors in the colleges of education, ghana

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.