Workplace Conflicts and Perception of Quality Higher Education in Ghana

  • Peter Yidana Division of Academic affairs, C. K. Tedam University of Technology and Applied Sciences, Navrongo.
Keywords: Workplace conflicts, Perception of quality, Higher education, Interpersonal conflicts, Structural conflicts

Abstract

Conflicts as a complex reality are common in higher education settings. Unfortunately, little is known about their impact on perceptions of the quality of higher education. This study assessed the impact of structural and interpersonal conflicts on the perception of quality higher education. To obtain the data, the study used a cross-sectional survey research design. The study sampled 310 academic and administrative staff from three universities in Northern Ghana using a multi-stage sampling technique. The questionnaire was the primary data-gathering tool. The prevalence of conflicts and perception of quality in higher education were assessed using simple frequencies and percentages, while the structural equation modelling technique was used to investigate the complex relationship among structural conflicts, interpersonal conflicts, and perception of higher education quality. The results indicate that most workplace conflicts in higher education are structural in nature, arising from jurisdictional uncertainties, interdependence, and authority relationships. The findings further indicate that structural and interpersonal conflicts have little influence on perceptions of quality higher education. Nevertheless, in terms of direction, structural conflicts have a positive link with the perception of quality higher education, whereas interpersonal conflicts have a negative relationship. It is hereby recommended that a cross-sectional survey on the influence of conflicts on effective teaching and learning in public universities in Ghana should be conducted.

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Published
2022-01-06
How to Cite
Yidana, P. (2022). Workplace Conflicts and Perception of Quality Higher Education in Ghana. Interdisciplinary Journal of Education Research , 4, 1-14. https://doi.org/10.51986/ijer-2022.vol4.01