Abstract:

Studies suggest that in relatively stable academic environments, internal divisions, whether political, ideological, or structural, can significantly influence governance and institutional effectiveness. However, much of Western literature fails to consider the nuanced interplay of ethnicity, traditional authority, and partisan politics. These factors are more prominently embedded in African academic settings, particularly in Northern Ghana. This study examined the impact of sociocultural and political affiliations on factionalism in higher education institutions, as well as the effects of factionalism on staff motivation, productivity, and intrapersonal conflict. Guided by Social Identity Theory, structural equation modeling was employed to analyze data from 200 university staff in Northern Ghana. The instrument for data collection was the questionnaire. The results showed that sociocultural and political affiliations significantly predicted factionalism, which in turn positively influenced staff motivation and productivity while also contributing to increased intrapersonal conflict. The findings highlight the dual nature of factionalism, both as a motivational driver and a source of psychological tension. The study underscores the importance of inclusive governance, merit-based management, and mental health support in diverse institutional contexts. It contributes to understanding how identity-based affiliations shape organizational behavior in higher education.