Teacher motivation and school performance: evidence from three selected senior high schools in Prampram District

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.