Reward systems and performance of high school teachers at Sekondi-Takoradi metropolis and Ahanta west district in the Western region of Ghana

Abstract

Human capital development is very important to national development. One way by which human capital development can be achieved is through formal education. Policies in education which seek to reward teachers are necessary to ensure that teachers perform for national development goals to be achieved The purpose of the study was to investigate the role the Ghana Education Service rewards systems play in motivating teachers to perform. The research investigated the reward systems and performance of selected junior and senior high school teachers from the Sekondi-Takoradi Metropolis and Ahanta West district in the Western Region of Ghana. The sample consisted of 317 high school teachers and 111 other stakeholders in education from the two selected districts. Questionnaires, interview guide, tape recorders and observation tools were used. The results showed that the type of rewards system in place played a role in teachers’ performance. A valued reward system including fringe benefits and allowances; recognition and acquisition of professional knowledge and skills; better working environment; participation in decision making; and the level of knowledge and skills of the teachers motivate them to perform. Teachers’ needs, when satisfied, will motivate them to perform. It is recommended that the Ministry of Education, Ghana Education Service and all stakeholders in education ensure that high school teachers, enjoy both intrinsic and extrinsic rewards systems to perform.