Self-Efficacy and Its Role in Motivating Higher Education Pursuit among Senior Staff in Higher Education Institutions in Northern Ghana.

Abstract

This study investigated the role of self-efficacy in motivating the pursuit of higher education among senior staff in Higher Education Institutions in Northern Ghana. A mixed-methods cross-sectional survey design was employed. A sample of 265 senior staff pursuing higher education was selected using Krejcie and Morgan’s (1970) sample size determination table. Data on socio-demographic characteristics, self-efficacy, and higher education pursuit were collected. The respondents were 52.83% female and 47.17% male, with the majority aged 36–40 years and possessing 6–15 years of work experience. Spearman’s rank correlation coefficient was used to analyze the relationship between self-efficacy and higher education pursuit. The study found an exceptionally strong positive correlation between self-efficacy and higher education pursuit (ρ = 0.966). Self-efficacy was identified as a foundation for academic confidence and goal setting, a psychological resource for managing challenges and sustaining persistence, and a key motivational factor driving continued engagement in education despite obstacles. The findings suggest that enhancing self-efficacy can significantly strengthen staff motivation to pursue higher education. It is recommended that institutions implement self-efficacy enhancement initiatives, such as mentoring programs and professional development workshops, to build staff confidence, improve goal-setting, and promote innovation.