Oportunidad de Negocio

Through statistical procedures, the demographic information of the 140 teachers and 9 head teachers were analysed by means of descriptive statistical techniques. The quantitative data obtained from the teachers were also analysed by frequencies, percentages, means, and standard deviations. The descriptive statistics are a set of statistical tools that allow us to accurately describe a large volume of data with just a few values (Brack, Kemp & Snelger, 2003). Therefore, descriptive statistical techniques were used to run a univariate analysis on each of the items that the participants responded to in order to obtain frequencies, percentages , means and standard deviations before making inferences. In running the univariate analysis, the responses to the five-point likert scale were combined into three responses namely: agree undecided and disagree. This was done to summarize the data that helped to address objectives 1 to 4.

Inferential statistics such as Pearson Product Moment Correlation Coefficient was used to analyse hypotheses 1 and 2 to find out if there existed any relationships in terms of the independent and the dependent variables. Pearson correlation is examination of the relationship between two variables (Bryman & Cramar, 2009). On the other hand, simple linear regression test was performed on hypothesis 3 to determine the extent to which interpersonal relationships at the schools predicts or had any significant influence on the dependent variable. Hypothesis four (4) sought to determine whether there was any significant mean difference among the three different categories of teachers with regards to the teachers’ perception on their retention. One Way

Analysis of Variance (ANOVA) was employed to analyse the hypothesis 4. Table 3.5 shows a summary of the list of the null hypotheses tested and the specific statistical tests employed in the analysis.

Table 3.5: Null Hypotheses and Statistical Tests

No. Null Hypotheses (H0) Statistical Tests

H01 There is no significant relationship between

compensation and retention of special needs education teachers in Southern Ghana.

Pearson product moment correlation coefficient (r). H02 There is no significant correlation between

head teachers’ leadership styles and retention of special needs education teachers in southern Ghana.

Pearson product moment correlation coefficient (r).

H03 Interpersonal relationships among the staff in

the special needs schools do not significantly predict retention of special needs teachers in Southern Ghana.

Simple linear regression

H04 There is no significant difference among the

three categories of special needs education teachers in Southern Ghana in terms of their perception of their retention

One-way analysis of variance (ANOVA).

Finally, the thematic approach of data analysis was adopted to analyse and interpret the qualitative data that was obtained from the head teachers to address research objective 5 in the study. Thematic analysis is a method for identifying, analysing, and reporting patterns or themes within the data (Braun & Clarke, 2006). It minimally organises and describes your data set in detail (Braun & Clarke 2006). Therefore, the qualitative data collected provided a

rich account of challenges facing the special schools with a particular reference to teacher job satisfaction and retention.

CHAPTER FOUR

FINDINGS, INTERPRETATION AND DISCUSSIONS

4.1 Introduction

This research was undertaken with the aim of identifying the dynamics of job satisfaction and how they relate to retention of special needs education teachers in Southern Ghana. The Chapter interpreted the results of the study and a discussed the findings in order to address the research objectives. The first Section of the Chapter begins by presenting the general and biographic information of teacher respondents. The second Section presents the statistical analysis of the research objectives which is further divided into descriptive statistics and inferential statistics, with the inferential analysis focusing on the testing of the research hypotheses. In the descriptive analysis, the five point Likert- Scale ranging from strongly agree = 5, agree = 4 undecided = 3, disagree = 2 and strongly disagree = 1 was combined into three scale which was used to measure the teachers’ responses as follows: agree, undecided and disagree. However, responses to negative statements were coded in reverse to reflect the coding values.

The third Section covered the qualitative data obtained from the head teachers on challenges facing special schools in Southern Ghana whilst the last section looks at the presentation of the views of the teachers from the open-ended questions regarding attrition and retention.

In order to achieve the aim of the study, the following specific objectives were developed to guide the researcher:

i) To identify the relationship between compensation and retention of special needs education teachers in Southern Ghana.

ii) To determine the correlation between head teachers’ leadership styles and retention of special needs education teachers in Southern Ghana. iii) To describe the extent to which interpersonal relationships among the

staff in the schools predict retention of special needs education teachers in Southern Ghana.

iv) To find out the differences in perception among the three categories of special needs teachers (teachers of Deaf, Blind and Intellectually Challenged) in Southern Ghana in terms of retention.

v) To investigate the views of head teachers on challenges facing special needs education schools in relation to teachers’ job satisfaction and dissatisfaction.

To provide focus and direction, one research question and four null hypotheses were also formulated for the study. They are as follows:

Research Question: What are the views of head teachers on challenges facing special needs schools in relation to teachers’ job satisfaction and retention in Southern Ghana?

Null Hypotheses

i) Ho 1: There is no significant relationship between compensation and

retention of special needs education teachers in Southern Ghana. ii) Ho 2: There is no significant correlation between head teachers’

leadership style and retention of special needs education teachers in Southern Ghana.

iii) Ho 3: Interpersonal relationships among staff in the special schools

do not significantly predict retention of special needs education teachers in Southern Ghana.

iv) Ho 4: There is no significant difference among the three categories

of special needs education teachers in Southern Ghana in terms of their perception of their retention.