Determinants of job performance of administrative staff of selected district education offices in the Northern Region of Ghana

Abstract

Effective job performance of administrative staff of educational institutions is critical for effective education delivery. It is therefore crucial to unpack the antecedents of job performance among administrative staff of these organisations. This study examined determinants of job performance of administrative staff of selected district education offices in the Northern region of Ghana and their perceived job performance level using descriptive survey research design. Findings revealed a significant positive relationship between extrinsic motivation (EM) and (overall) job performance (r = .33, P<.001), and intrinsic motivation (IM) and (overall) job performance (r = .44, p<.001), with IM significantly predicting Job performance (β = .359, P<. 001) while EM failed to do so.  Training significantly positively related with job performance ( r = .38, p<.001) . There was also a significant relationship between perceived organizational support (POS) and job performance (r =.30, P <.001). Motivation and training predicted Job Performance while POS failed to do so.  Participants generally reported high task performance (Mean = 5.22, SD = 1.77), contextual performance (Mean = 4.75, SD = 1.77) and low counterproductive work behaviour (mean =2.36. SD = 1.80) and a high overall job performance (Mean = 4.23, SD =1.01). It was recommended that the Ghana Education Service implement recognition programmes to acknowledge and reinforce high-task performance. It was also recommended that GES should improve on staff motivation, develop tailored training programmes for staff to enhance their skills, as well as provide consistent support to administrative staff of the district education offices.

Keywords: Determinants, Job Performance, administrative staff, district education office, Ghana

DOI: 10.7176/RHSS/15-9-01

Publication date: October 30th 2025