Psychological Burnout among Tutors in Colleges of Education in the Ashanti Region, Ghana

Abstract

This paper identifies the antecedents of psychological burnout and its influence on tutors’ job stress in Colleges of Education in the Ashanti Region of Ghana. The study adopted a case study approach because it probes four specific Colleges of Education (COE) in the Ashanti Region of Ghana. Quantitative research method was employed. Cluster sampling was used in selecting 120 tutors and then stratified on the basis of gender. The study used questionnaire as the main research instrument for gathering the data from participants. Cronbach’s Alpha was used to test the sample reliability, which yielded coefficient 0f 0.84. Data were analyzed using inferential statistics, with Pearson Product Moment Correlation and multiple regression models as analytical tools. Hypothesis was tested at a significant level of 0.01 and 0.05. Results revealed that lack of job satisfaction (96 %) and delay in payment of salary (88%) were the leading antecedents of psychological burnout among the tutors. Again, the findings showed that lack of commitment to work (92%) and transferring of aggression to teacher trainees were the top most effects of stress on Tutors. Results of hypothesis tested revealed no significant difference on the expression on both the causes and effects of psychological burnout among tutors on the basis of gender. It was concluded that inadequate or complete lack of academic facilities did not only impair academic productivity, but also exerted undue stress on tutors and available facilities. The study recommended among others, the development priorities of the colleges should be Tutor –teacher trainee oriented.

Evaluating Organisational Factors and Tutor Burnout in Akatsi College of Education, Ghana

“…Similarly, Kirsch and van den Berghe (2010) as cited in Thakur (2018), established that teachers are more vulnerable to burnout because of their frequent personal interactions as compared to employees who work in production sectors. According to Ofori, Kyere and Berko (2020) tutors in Colleges of Education in Ghana took responsibilities in capacities such as lesson planning and teaching, accountability for teacher trainees' academic performance, classroom management and discipline, supervision of project work, supervision of on-campus and off-campus teaching practice, conducting research and invigilation of examinations and quizzes. The researchers observed that tutors experienced burnout as a result of their inability to cope with teaching problems, non-cooperative students, aggressive students, concern for student's learning and staff relationships.…”