Instructors' adoption of SoTL: advancing online teaching excellence in Ghana

Purpose – This study explores how instructors adopt the principles of the Scholarship of Teaching and Learning (SoTL) to improve online teaching effectiveness, particularly during and after the COVID-19 pandemic. Utilising the Theory of Planned Behaviour (TPB), the research examines the cognitive, normative, and control factors that influence instructors' intentions and behaviours regarding SoTL practices. Design/methodology/approach – A quantitative approach was adopted, involving an online survey of 165 distance learning instructors from ten regional centres of the University of Ghana. The survey instrument, based on TPB constructs, assessed various beliefs and behaviours related to teaching. Data analysis was conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM) to validate the model and explore relationships among constructs. Findings – The results reveal strong, positive relationships between instructors' behavioural beliefs, subjective norms, perceived behavioural control, and their intention to adopt SoTL. Intention, in turn, is a significant predictor of actual behaviour. The study confirms that when instructors feel supported and perceive SoTL as valuable, they are more likely to engage in practices such as involving student voices, reflective course design, and contextualised teaching. Practical implications – The study advocates for the institutionalization of SoTL through policy reforms, structured professional development, and formal recognition. These steps will enhance instructors' commitment to evidence-based teaching, thereby improving the quality of online learning in higher education. Originality/value – This is one of the first empirical studies in sub-Saharan Africa to examine SoTL adoption in online teaching through the lens of TPB using PLS-SEM. The findings contribute to the global discourse on scholarly teaching, particularly within the rapidly evolving online education landscape in low-resource contexts.