Testing of Hypothesis 3

Ho3: Interpersonal relationships at work place do not significantly predict retention among special needs school teachers in Southern Ghana.

The hypothesis was stated to determine the extent to which the independent variable of interpersonal relationship at school could predict retention of special education teachers in this study. To test the hypothesis, data on interpersonal relationships and retention were collected from the responses on the teachers’ questionnaire. Simple linear regression method was used to determine the regression analysis. Tables 4.12 to 4.14 showed the data from the regression analysis.

Table 4.12: ANOVA Table for Retention and Interpersonal Relationship Model Sum of Squares Df Mean Square F Sig.

Regression 328.231 1 328.231 8.311 .005b

Residual 5449.905 138 39.492

Total 5778.136 139

a. Dependent Variable: retention b. Predictors: (Constant), interpersonal

Table 4.12 shows the ANOVA results of F=8.311 with 1 and 138 degrees of freedom and F being significant at less than 0.05 level. This result indicates that the regression analysis appears to be good enough, since the significant value of p = 0.005 was statistically significant (p < 0.05). Therefore, the significant regression equation found from the output could be stated as; F (1,138) = 8.311, p <0.05). This implies that fitting a model between the two variables would be valid.

Table 4.13 shows the results of the regression coefficient table used to derive the linear regression equation line.

Table 4.13: Regression Co-efficient Table

Model Unstandardized Coefficients Standardized Coefficients T Sig. B Std. Error Beta (Constant) 16.648 2.632 6.326 .000 Interpersonal .160 .056 .645 2.883 .005

a. Dependent Variable: Retention

Table 4.13 contains the coefficients for the least square (fitted) line and other relevant information about the coefficients. The constant (16.65) represents the y-intercept with a slope of 0.16. The regression equation of the line found from the output could be deduced as:

Retention (Y) = 16.65 + 0.16 Interpersonal relationship(X)

Where Y is the estimate value of the dependent variable and X is the value of the independent variable.

This suggests that, every unit improvement in interpersonal relationship among the staff would increase teacher retention by approximately 0.16. Therefore, it is evident that an interpersonal relationship in the schools was a predictor of teacher retention. However, the model though appears to be good, it did not indicate the contribution of the predictor variable to the retention of special needs education teachers.

Table 4.14 shows the extent of contribution of the interpersonal relationship as the predictor variable to teacher retention.

Table 4.14: Model Summary of Regression Statistics Regression Statistics Correlation ( r ) 0.645 R Square 0.416 Adjusted R Square 0.385 Standard Error 1.338 Predictors:(Constant),interpersonal relationship

Table 4.14 showed the correlation coefficient (r = 0.65) for the regression analysis. This represents the strength of the linear relationship between interpersonal relationship and retention of special education teachers. The Table 4.14 also indicates the coefficient of determination which is given by R square of 0.416 that showed how much of the variation in the retention was explained by interpersonal relationships. This implied that the predictor variable, represented by interpersonal relationships could be fitted about 42% of the time. Thus, interpersonal relationship contributed about 42% to retention of teachers in the special needs schools in Southern Ghana.

However, as showed in Table 4. 14, the correlation coefficient (r) which is approximately 0.65 or 65% indicates a strong relationship between interpersonal relationships and retention of teachers in the special schools in Southern Ghana. In other words, retention of special needs education teachers could be explained by the existing interpersonal relationships in the schools. Thus, interpersonal relationship contributed approximately 42% of the variation in retention confirming the rejection of the stated hypothesis that

interpersonal relationship did not significantly predict retention of special education teachers in Southern Ghana. This implies that the proportion of the interpersonal relationships to retention of the teachers in the schools was significant. The rest of the 58% could be due to the effect of the combination of other variables like salaries and special allowances, proper recognition of teachers, improved school management and leadership styles, availability of school facilities and instructional materials, provision of accommodation and transportation for teachers and improved students’ academic and social performances.

From the analysis of the responses regarding interpersonal relationships in the special schools, it is clearly shown that there was a good interpersonal relationship or positive group cohesion between head teachers and their staff as well as among the staff. The results from the study revealed very high mean scores for the various items or statements demonstrating that the staff were very much corroborating. From their means overall, head teacher-teacher relationship had a Mean=3.47 and teacher-teacher relationship scored a Mean=3.66. Therefore, it could be concluded that there existed group cohesion in the special schools in Southern Ghana in terms of interpersonal relationships.

The study results were supported by most of the existing findings regarding interpersonal relationship and retention of teachers (Otube, 2004; Bogler, 2005; Valogo, 2007; Botes, 2012; Price, 2012). Overall, interpersonal relationships among the staff in the schools seemed to have impacted on

retention of special needs educators in Southern Ghana. The results of the analysis indicated that the independent variable of interpersonal relationship was a significant predictor of retention of special needs education teachers. This finding was supported by Ozen (2013) study of social psychological variables of primary teachers’ job satisfaction in Turkey which found collegial teacher behaviour to have a significant impact on job satisfaction and retention. It was also confirmed by the findings by Price (2012) who discovered that principals’ relationships with their teachers had a significant effect on principals’ and teachers’ satisfaction, cohesion, and commitment levels. Moreover, the present finding is also in consonance with the findings by Otube (2004) on job motivation of teachers educating learners with special needs in four provinces in Kenya which revealed that cooperation received from colleagues was ranked as one of the most important and motivating factors by the special education teachers in Kenya. The finding was further supported by the work of Mengistu (2012) who found out that the poor relationship head teachers had with the teachers significantly and negatively impacted on Ethiopian secondary school teachers’ job satisfaction.

The analysis portrayed in Table 4.11 clearly illustrates a good relationship that existed among the staff in the school. This finding had also been supported by a study conducted by Valogo (2007) on motivation and retention of graduate teachers in senior secondary schools in Ghana. The study established that graduate teachers were more satisfied with interpersonal relationship with heads, supervisors as well as colleagues. The present study had also been supported by Bogler (2005) who found that both Arab and Israeli teachers

identified their relationship with head teachers and colleagues as the most satisfying feature of their job. The findings by Bogler (2005) demonstrated that relationships with colleagues at work place is significant determinant of the teachers’ satisfaction and retention.

However, the finding in the current study disagrees with an earlier study by Ngururi (2013) who reported that interpersonal relationships among teachers did not have any significant effects on teachers’ job satisfaction in Kenya. From the perspective of the researcher, interpersonal relationships among teachers and their head teachers in the schools may be a reason for teacher retention in the special needs schools but its extent of influence may be hampered if the institutional cohesion is not enhanced. Thus, it takes more than interpersonal relationships at work place or group cohesion to cause teachers to be retained. However, given the consistent findings in the previous studies on interpersonal relationships at work environments, and its impact on employee retention, improved working relationship could be a strategy to increase retention. From the findings, it could be concluded that although interpersonal relationship was significant, it could not independently influence teacher retention in special needs schools in Southern Ghana. It requires a combination of other factors which are essential to teachers’ retention.

4.6 Differences in Retention of Teachers in Special Needs Schools