Determinants of the Quality of Life of University Teachers: A Case of a Higher Education Institution in Ghana

Abstract

This study investigates the Quality of Work Life (QoWL) among university faculty in Ghana, focusing on factors influencing work satisfaction, stress, compensation, and career development. Using a cross-sectional survey of 157 faculty members across six colleges, a structured questionnaire was developed based on Walton (1975), Ferreira (2018), and Stephen (2012) to capture key dimensions of QoWL, including work satisfaction, human resources, autonomy, remuneration, stress, and promotion opportunities. Through exploratory factor analysis, seven primary dimensions were identified, explaining 70% of the variance in QoWL, with workload and stress accounting for 11%. The Kruskal-Wallis H test revealed significant differences in QoWL satisfaction based on years of service, with longer-serving faculty reporting moderate satisfaction and new faculty showing higher levels of satisfaction. Key findings indicate that faculty experience moderate QoWL, with prominent challenges in stress management, compensation, and limited career advancement opportunities. Faculty members expressed concerns about salary disparities compared to peers in other sectors, highlighting risks of demotivation and attrition.The study concludes that university teachers enjoy a moderate quality of life, but need to pay attention to stress, compensation and promotional opportunity problems. Work contentment, human resource operations, autonomy and remuneration are key factors that determine faculty quality of life. Stress, salary comparisons to other industries, and those risks of faculty attrition and demotivation also exist. These findings suggest urgent strategic action from administration and policymakers at university level to improve work conditions and create a motivated, resilient faculty, capable of supporting Ghana’s increasingly large and important higher education sector now and in the future.