Influence of Professional Capital on Senior High School Teachers’ Job Satisfaction in the Shama District

Abstract

The study examined the influence of professional capital on senior high school teachers’ job satisfaction in the Shama District. The study adopted the descriptive cross-sectional survey design within a quantitative research approach. A total population of 86 teachers was studied using the census method. Data were collected with a structured questionnaire adapted from Hargreaves and Fullan’s (2012) and Lester’s (1987). Data were processed and analyzed using SPSS version 27. Descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (multiple regression analysis) were used to test the hypotheses. Results from the study indicated that teachers perceived themselves as possessing high levels of professional capital, demonstrated through continuous learning, collaboration, and reflective practices. Teachers also reported generally high levels of job satisfaction, particularly in terms of intrinsic motivation, collegial relationships, and autonomy. Furthermore, the findings revealed that professional capital significantly influenced job satisfaction, with decisional capital emerging as the strongest predictor. The study concluded that professional growth, collaboration, and professional trust sustain teachers’ job satisfaction in the Shama District. It was recommended that the Ministry of Education in collaboration with the Ghana Education Service should strengthen institutional support for professional development initiatives, foster collaborative school cultures, and create clear pathways for career progression to enhance teacher satisfaction and retention.