Abstract
This paper examines students’ perception of the impact of lecturers’ ranks on their performance across departments in the Faculty of Mathematical Sciences (FMS) of the University for Development Studies (UDS), Navrongo Campus. The study used a self-designed structured questionnaire administered to 160 respondents (students) of the Faculty. All the 160 questionnaires were retrieved, which represents 100% response rate. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0 for windows. Multivariate Analysis of Variance (MANOVA) results showed that (at P<0.05) Senior Lecturers received higher ratings followed by Lecturers and then Assistant Lecturers, indicating that the ranks of Teaching Staff significantly influenced their performance across the various departments of the Faculty. Recommendations and implications for management of Higher Institutions of Learning (HIL) have been discussed. The paper contributes to the literature in the area of supervision and evaluation of the performance of teaching staff in the HIL context.
Highlights
The demand for quality service delivery by consumers of educational services has witnessed a significant increase during the past thirty years
This paper examines students‟ perception of the impact of lecturers‟ ranks on their performance across departments in the Faculty of Mathematical Sciences (FMS) of the University for Development Studies (UDS), Navrongo Campus
This study sought to examine the impact of lecturers‟ ranks on their performance
Summary
The demand for quality service delivery by consumers of educational services has witnessed a significant increase during the past thirty years This might have resulted from the fact that customers (students) are well informed and are complex in their taste and preferences. The movement towards mass participation in higher education and the greater stakeholder scrutiny of educational services has compelled Higher Institutions of Learning (HIL) to become more quality-conscious. In a competitive world of education today, most HIL and students at large, demand for effective teaching and learning to take place both within and without the classroom They expect lecturers to help raise the level of students‟ motivation to learn so that their academic and non-academic achievements can be further enhanced (Chua & Raymond, nd)
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