Tutors' Participation in Decision-Making and Its Effects on Job Satisfaction in Nursing Training Colleges in Ghana

Abstract

This study sought to examine the impact of academic staff participation in decision-making on their job satisfaction in Nursing Training Colleges in Ghana. The study adopted the descriptive research design. Two hundred and sixty tutors were selected using multistage stratified random sampling. The questionnaire was used for data collection. The instrument was face validated by researchers and content validated by senior researchers. The Cronbach’s Alpha reliability coefficient 0.89 was obtained for the research instruments. Data were analyzed using mean, standard deviation, ANOVA, independent t-test, correlation and simple regression. The study found that the level of tutor’s participation in decision-making in the Nursing Training Colleges was moderate. Most tutors’ participated in decisions on students’ policies, curriculum and instructional development and college planning. The level of job satisfaction among the tutor’s was moderate for freedom to use their own judgment and feeling of accomplishment from job. Tutor’s participation in decision-making was directly related to sex, age, education, and rank. The study also found that contextual factors – knowledge; tutor - management relationship and college politics had direct relationship with tutors’ participation in decision-making and impacted positively on their job satisfaction due to demographic and contextual factors. The study recommends among others increased level of participation of tutors in decision-making in the Nursing Training Colleges in Ghana.