The stressors of the teaching and non---teaching staff of tertiary institutions of Ghana are perceived to emanate from resource inadequacy and enormous work overload. This study therefore sought to investigate the moderating role of work overload in the relationship between OCB and the performance of employees using Kumasi Technical University as the study area. The quantitative study involved the survey of 250 staff through the administration of structured questionnaire and the analysis of data using hierarchical regression modeling method. The study revealed positive relationship between OCBs like conscientiousness, sportsmanship, courtesy, organizational loyalty and employee performance in the higher educational institution. Courtesy produced the highest effect on the performance of employees. Nonetheless, altruism and civic virtue behaviours of workers of the higher educational institution had no significant effect on the performance of employees. The workers engagement in these behaviours, however, enormously increases the workload and adversely affects the performance of the workers. Work overload was generally a Quasi---Moderator in the relationship between altruism, conscientiousness, sportsmanship, organizational loyalty and employee performance in the higher educational institution. Sportsmanship was the only factor that adversely moderated the effect of work overload on the performance of the workers. Based on these findings, the study recommends promotion of OCB practices and proper management of work overload of workers.

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This study explored the work environment factors that support or constrain the application of teacher professional development initiatives in Ghanaian basic schools. Utilizing qualitative research paradigm, 15 teachers were purposively selected and interviewed from one educational district in Ghana. Findings from the study showed that headteachers support through the provision of the required teaching and learning resources, peer support through culture of shared norms, beliefs and values and the opportunity to share knowledge during school-based in-service training (INSET), interest and commitment shown by students toward learning, and availability of needed teaching and learning materials supported transfer of learning of teachers. In contrast, lack of time due to rigid and inflexible school timetable, teacher workload, and inadequate teaching and learning resources constrained effective transfer of professional development of teachers. The study concludes that educational policymakers and training practitioners need to support infrastructures that would empower headteachers to be resourceful in order to assist and provide teachers with the required teaching and learning facilities to facilitate the transfer of their learning.