Challenges and Trends on Teacher Motivation and Commitment at Senior High Schools in Greater Accra Region, Ghana

Abstract

The main purpose of present study was to contribute to the overall understanding of the nature of motivation and commitment level of Ghanaian schoolteachers. The study employed the use of a quantitative research design (survey) to collect data for analysis. To achieve this, 700 teachers and directors of education in the greater Accra region were sampled and out of which 676 responded. The response rate was 96.57% which could be used for generalization of the findings. For data analysis, Statistical Package for the Social Sciences (SPSS version 24) was utilized. A number of descriptive statistical tests and in a combination of Exploration Factor Analysis (EFA) and Confirmation Factor Analysis (CFA) was used. The statistical tools used include mean, standard deviation, frequency and Ordinary Least squares (OLS) regression. The finding revealed that teachers were committed to their professional job basically because of the love of the job and students they teach. However, the result revealed that teachers are not extrinsically motivated and enthused with their salary level and other financial incentives such as medical, accommodation, pension as compared to their colleagues with the same qualifications outside education sector but within the government's establishment. Major paradigm shift in Ghana Education policies in relation to factors such as school governance, remuneration, safety and security, as well as assessments and evaluations needed to be revised to enhance the commitment level of teachers.