The mediating role of project management practices in the relationship between Project Manager Competencies and perception of project performance

Goal: The study, grounded in the social cognitive theory, investigates the impact of project manager competencies on the perception of project performance, with project management practices acting as a mediator. Design / Methodology / Approach: A descriptive cross-sectional design was employed to collect data from 333 project managers involved in road and housing construction projects in Ghana, using snowball sampling. The data were analyzed using a Covariance-Based structural equation model (CB-SEM), with a focus on confirmatory and path analyses, which yielded significant insights. Results: It was found that project manager competencies have a positive and significant influence on the perception of project performance and project management practices. Interestingly, project management practices showed a negative influence on the perception of project performance. Moreover, project management practices were found to partially mediate the relationship between project manager competencies and perception of project performance. Limitations of the investigation: Due to financial constraints, several regions in Ghana were not covered, and the snowball sampling technique was used to recruit participants, limiting the physical accessibility of project managers used in the study. Practical implications: The study's recommendations for project managers in road and housing construction in Ghana to prioritize competency development, align practices with stakeholder perceptions, strategically implement practices, and continually evaluate and improve hold practical implications. Originality / Value: This study highlights the mediating influence of project management practices despite current research focusing on direct relationships. The research offers a novel perspective on improving project performance, particularly in developing countries, thereby significantly contributing to the existing body of knowledge.