PREDICTORS OF JOB PERFORMANCE OF ADMINISTRATIVE STAFF OF SELECTED DISTRICT EDUCATION OFFICES IN NORTHERN GHANA

Abstract

The purpose of this study was to examine the predictors of job performance among administrative staff in selected district education offices in Northern Ghana. Specifically, the study sought to assess perceived job performance, determine motivational factors influencing job performance, investigate the impact of job training, and evaluate the role of organizational support in shaping employee performance. The study was philosophically underpinned by positivism, which emphasizes objective measurements and observable phenomena. A quantitative research approach was adopted, allowing for numerical analysis and statistical inference. The study employed a descriptive research design, which was suitable for capturing and analyzing the factors influencing job performance among administrative staff. The population of the study consisted of administrative staff from selected district education offices in Northern Ghana, who are responsible for various clerical, financial, human resource, and operational functions. Using Krejcie and Morgan's (1970) sample size determination table, a sample size of 283 was determined. A multi stage sampling technique was employed, beginning with zoning the study area into four main zones (North, East, South, and West). Two district education offices were randomly selected from each zone, and proportional allocation was used to distribute the sample. Simple random sampling was then employed to select respondents from each district. A semi-structured questionnaire was used for data collection. The instrument comprised sections on job performance, motivation, job training, and organizational support, with some scales adapted from validated sources. The instrument’s validity was ensured through expert review, and reliability was confirmed through a pilot test. For data analysis, descriptive statistics (mean and standard deviation) and inferential statistics (multiple regression analysis and ANOVA) were used to examine relationships among variables. The study found that intrinsic motivation significantly predicted job performance (β = .359, p < .001), while extrinsic motivation had no significant impact. Additionally, organizational support positively influenced job performance (β = .314, p < .05). It was concluded that enhancing intrinsic motivation, providing structured training programs, and strengthening institutional support could significantly improve job performance. The study recommends that education policymakers create career development opportunities and ensure a fair and supportive work environment to optimize administrative staff performance in education offices.