ATTITUDE AND PERCEPTION OF ACADEMIC AND ADMINISTRATIVE STAFF TOWARDS PROGRESSION IN HIGHER INSTITUTIONS OF LEARNING IN GHANA - Abstract, Keywords, and Study Findings

Oct 15, 2026

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The study examines attitudes and perceptions of academic and administrative staff at the University for Development Studies (UDS) in Ghana, focusing on how motivation shapes performance and staff progression in higher education. Data were gathered from 44 lecturers and administrators across the Wa campus using a semi-structured questionnaire and a 5-point Likert-scale participatory rating. Results indicate generally high motivation, while most staff are dissatisfied with promotions due to perceived unfairness, lack of transparency, and delays. It highlights needs for updated training access, improved physical work environments, and stronger supervision.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Article history (Received, Revised, Accepted, Published)

Study findings

Recommendations

Introduction

Role of staff in higher education quality

Motivation and staff performance

Asian Journal of Contemporary Education ISSN(e): 2617-1252 DOI: 10.18488/journal.137.2019.31.15.27 Vol. 3, No. 1, 15-27 © 2019 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com) ATTITUDE AND PERCEPTION OF ACADEMIC AND ADMINISTRATIVE STAFF TOWARDS PROGRESSION IN HIGHER INSTITUTIONS OF LEARNING IN GHANA Diedong Gladys 1 Abdulai Adams2+ Eliasu Alhassan3 1Research Scientist, Council for Scientific and Industrial Research, P. O Box CT 519, Cantonments, Accra, Ghana. 2 Chief Administrative Officer, University for Development Studies, Faculty for Integrated Development Studies, Box 520, Wa Campus, Ghana. 3Senior Lecturer, University for Development Studies, Faculty for Integrated Development Studies, Box 520, Wa Campus, Ghana. (+ Corresponding author) ABSTRACT Article History Received: 10 August 2018 Revised: 12 September 2018 Accepted: 17 October 2018 Published: 20 November 2018 Keywords Academic progression Attitude Higher learning institutions Staff motivation Perception Quality education. The continuous development of staffs of higher institutions of learning is crucial in the attainment of institutional and national goals on quality education. This study analysed the attitude and perception of staff of the University for Development Studies (UDS) aimed at uncovering how issues of motivation impact on their performance. Data were collected from 44 lecturers and administrators across the three main faculties of the Wa campus of the institution using a semi-structured questionnaire. A participatory rating method using a 5-point Likert-scale was used. Findings revealed that staff of the institution are well motivated to perform their jobs. The majority of staff are unhappy with the issue of promotions in the system, which many perceived to be unfair, not transparent, and characterised by delays. The results show that increasing access to updated training, improving the physical work environment for staff and strengthening work supervision are areas that need improvement for staff progression. The study recommends that management of the institution as well as policymakers in the educational sector should take a keen interest in staff welfare issues by investing more in capacity building and basic infrastructure. Contribution/ Originality: This study contributes in the existing literature by analysing staff motivation and how it is linked to their career progression. High level of motivation exists among staff with positive impacts on job performance. Issues of staff promotions (fairness, transparency, timeliness), conducive work environment, and putting concrete succession plans in place is advocated for a more sustained quality education. 1. INTRODUCTION The key resources of any higher institution of learning are its staff who has a huge mandate of ensuring the attainment of institutional goals and objectives (Afful-Broni, 2004) . The roles played by academic and administrative staff determine to a large extent, the quality of student experience in higher education which impacts significantly on student learning outcomes and the contributions that the institution makes to society. Consequently, staff training and motivation is critical in determining the quality of teaching and learning interface created with students (Rowley, 1996) . Conducting quality research is important in revitalising staff interest in their respective fields of interest and in building a reputable corporate image for staff and their institutions through publication. This is vital in attracting a high calibre of students, research funds and consultancy service to the institution and such achievements are only possible with a highly motivated and committed staff. Motivation then becomes the key to the establishment and further development of the quality of higher education. However, institutions of higher learning are challen

FAQs

What is the study’s focus regarding staff progression at UDS?

The study focuses on how staff attitudes and perceptions relate to progression in higher institutions of learning, especially through the impact of motivation on performance.

How was the data collected for the research?

Data were collected from 44 lecturers and administrators across three main faculties at the Wa campus using a semi-structured questionnaire and a 5-point Likert-scale participatory rating method.

What do the results indicate about motivation and promotions?

Staff are generally well motivated, but the majority are unhappy with promotions because they are perceived as unfair, not transparent, and characterized by delays.

Oct 15, 2026

Uploaded by Dipper