Abstract:
This study investigated the relationship between the emerging culture and job satisfaction of tutors in public CoEs in Ghana, and analysed the combination of culture traits that enhance tutor job satisfaction in these colleges. Guided by the positivists‟ paradigm, this study adopted the quantitative approach to conducting research and relied on the descriptive correlational survey design. All tutors of the forty-six public Colleges of Education (CoEs) in Ghana formed the target population for this study. However, eligible respondents for this study involved all full-time academic staff who had been at post in their respective public CoEs for at least two academic years. In all, this study sampled 750 eligible tutors using proportional stratified sampling. The use of a structured questionnaire assisted in obtaining quantitative data. Analysis of pre-test data obtained from three randomly selected public CoEs in Ghana involving sixty-five (65) respondents generated a reliability coefficient of .948 for forty-eight college culture items, and a coefficient of .940 for thirty items for tutor job satisfaction. For the main study, the analysis of the data involved responses from 714 respondents, and the use of descriptive statistics (percentage, mean, and standard deviation) and inferential statistics (Pearson Product Moment Correlation Coefficient, Stepwise Regression, and Analysis of Variance) assisted in analysing the data. One significant finding from this study was that all the four culture traits (involvement, consistency, adaptability, and mission) outlined in this study usually prevailed in public CoEs in Ghana even though mission culture trait was dominant. Generally, the tutors in public CoEs in Ghana had a strong job satisfaction, and experienced a very high level of job satisfaction. Additionally, there was a strong statistically significant positive relationship between overall emerging college culture and overall tutor job satisfaction. Furthermore, a combination of involvement, mission, consistency, and adaptability culture traits yielded 48.5% of variance in tutor job satisfaction and this was statistically significant. More so, there was no statistically significant differences in the overall emerging college culture based on the mentoring university. However, there were statistically significant differences in consistency culture trait and mission culture trait in terms of the mentoring university, even though the significant differences were small for both culture traits. The conclusion from these findings is that college culture guides and provides a framework and foundation, both in the form of philosophies and passion on one hand, and the factors that direct tutor job satisfaction to enable them accomplish tasks on the other hand to achieve the desired quality teacher education in public CoEs in Ghana. Among the recommendations is that management of public CoEs should willfully build a positive college culture that integrates mission, involvement, consistency, and adaptability culture traits to enhance tutor job satisfaction.
