Motivation And Performance of Public Senior High School Teachers in The Jirapa Municipality of the Upper West Region of Ghana

Abstract

Motivation, the internal driving force behind our actions, is influenced by the relationship between individuals and their work environment. In Ghana, the issue of motivation, particularly for teachers, has been a recurring concern, with strikes highlighting dissatisfaction with working conditions. This study focuses on understanding how motivation affects teacher performance in senior high schools within the Jirapa municipality in the Upper West Region of Ghana. To explore this complex issue, a Pragmatic philosophy was employed, with the aim of shedding light on the factors impacting teacher motivation and performance. Simple random and purposive sampling methods were adopted, targeting teaching staff and education officers as the study's population. The findings show that Demographic trends in the study indicated a predominantly male teacher population holding bachelor's degrees and having diverse work experience. Poor teacher motivation is attributed to factors such as low salaries, very little or in some cases no appreciation and accountability problems. Motivating factors encompassed the nature of the work, opportunities for promotion, recognition, responsibilities, and positive relationships. The study underscored the significance of salary and working conditions as critical motivators, emphasizing the importance of recognizing and appreciating teachers. Furthermore, the study emphasized the need of addressing the demotivating factors identified and offers recommendations for improvement in teacher motivation. These findings emphasize the need for fair compensation, efficient promotion processes, and effective management to improve teacher motivation and the quality of education in the Jirapa Municipality.