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Dominant Factor of Economics Teachers’ Job Satisfaction and Non-Adherence to Student-Centred Instructional Practice

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  • Frank Quainoo (PhD)

    (Department of Business and Social Science Education, University of Cape Coast, P.M.B, Ghana)

Abstract

Job satisfaction for economics teachers stem from a combination of factors related to their passion for the subject, impact on students, autonomy in teaching, relationships with colleagues, recognition, professional development opportunities, and work-life balance. Thus, this quantitative cross-sectional survey investigated the relationship between job satisfaction among Senior High School (SHS) Economics teachers and their adherence to recommended instructional practices. The study, targeted 450 Form Three Economics students from 10 public schools and 66 Economics teachers in the Cape Coast metropolis, utilized a 5-point Likert scale questionnaire. The findings revealed that the salary of SHS economics teachers significantly influences their non-adherence to recommended instructional practices. The study recommends improved remuneration to motivate teachers to align with syllabus demands.

Suggested Citation

  • Frank Quainoo (PhD), 2025. "Dominant Factor of Economics Teachers’ Job Satisfaction and Non-Adherence to Student-Centred Instructional Practice," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 5793-5801, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:5793-5801
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