Improving Quality Education: Influence of Academic Facilities Conditions on Teachers’ Commitment to Work in the Public Senior High Schools in the Cape Coast Metropolis

Abstract

In Ghana, the Central region’s Cape Coast boasts several elite public senior high schools, without a doubt, with many high-achieving student numbers. Among others, exceptional headteachers’ leadership styles have been associated with these schools that outweigh those of other schools. Additionally, strengthened old students association and their support for their Alma mater is yet another avenue for developmental changes in schools. Oftentimes, these variables come upfront when compared to other potential variables that equally contribute to teachers’ commitment positively. The objective of this study is to determine the influence of academic facilities conditions on teachers’ work commitment in public senior high schools within Cape Coast. The research employed a quantitative descriptive survey design. A sample size of 297 teachers completed a questionnaire to determine their commitment to their schools. The Statistical Product and Service Solution (SPSS) version 23.0 was used to statistically analyse the data. The findings revealed that good academic facilities and teachers’ commitment (r=.601, p<0.05) has a positive, strong significant relationship with teachers’ work commitment. A further one sample t-test for academic facilities condition (T=41.25, DF=224, sig.000, Md, 2.54), and teachers’ commitment (T=30.09, DF=224, sig.000, Md, 3.04) indicated a significant association between the two variables. Based on the findings, the study suggested that the Ministry of Education and NGOs should prioritise providing well-maintained academic facilities to improve teachers’ commitment to ensuring low teacher retention rates to maintain the educational standards in public senior high school settings.