Technological, Pedagogical, and Content Knowledge as Predictors of Tutors' Turnover Intention in Ghana

• In Event: Teacher Education from a Global Perspective: Learning from Home and Abroad

Abstract

The study examined technological, pedagogical, and content knowledge (TPACK) as predictors of turnover intention among tutors in Colleges of Education in Ghana. A cross-sectional descriptive design with a quantitative approach was employed, using a sample of 153 tutors. Data were collected through a questionnaire and analyzed using descriptive statistics, multiple linear regression, and Smart PLS. Findings showed that tutors had low technological knowledge compared to pedagogical and content knowledge. A weak negative relationship existed between technological knowledge and turnover intention. TPACK predicted turnover intentions, while sex and teaching experience were not significant moderators. Seminars were recommended to enhance tutors’ technological skills.

Authors

• Philip Nartey, Holy Child College of Education

• Ebenezer Takyi-Wadieh, Ohio University

• Felix Asante Larbi, Ada College of Education

• Bridget Esther Wayoe, Holy Child College of Education

• Priscila Dufie, University of Cape Coast

• Enoch Tsey, Ohio University

• Cletus Owusu Yeboah, Ohio University