Abstract:
Human resource, in the 21st century, is regarded as the most vital asset for good
and effective performance of any organisation worldwide (Armstrong & Baron,
2005). Educational institutions can never survive without relying heavily on
human resource (teachers). It was in this light that, this study examined the
relationship between teacher motivation and school performance in three
selected Senior High Schools (SHSs) within the Prampram district, Ghana. The
study employed the quantitative approach and descriptive research design due
to its research objectives. The census technique was employed to solicit for
information from all the 113 teachers of the three selected schools. Structured
questionnaires were administered to the teachers and the data obtained was
processed using Statistical Package for Social Sciences (SPSS) version 24. The
data was then analysed using both descriptive (frequencies, percentages, means
and standard deviations) and inferential (Pearson Product Moment Correlation
and Linear regression) statistical tools. The study found that, quality of teaching,
and teachers’ abilities to complete curriculum activities on schedule were the
major and highest indicators of teachers’ performance in the schools’
understudy. The study also found that, teacher empowerment, working
condition and work-life-balance had positive impacts on teacher performance
in the schools’ understudy. The study therefore recommended that, Ghana
Education Service (GES) should implement regular teacher-stakeholder
consultation meetings which would allow teachers to reveal the challenges
associated with their inabilities to complete curriculum.
