Determinants of motivation of senior high school agricultural science teachers in the central region, Ghana

Abstract

A correlational research design was used to examine the perceived levels of motivation and related variables of agricultural science teachers of selected Senior High Schools in Central Region of Ghana. Their existing levels of motivation, job satisfaction, supervision, work conditions, recognition, promotion, involvement in goal setting and background characteristics as well as the relationships among these variables were determined. The results showed perceived average levels of motivation, job satisfaction, supervision, recognition, promotion and involvement in goal setting among the teachers. However, they perceived low level of work conditions. Positive and significant relationships were found between motivation, and the following variables: work conditions (r = 0.451), recognition (r = 0.510), involvement in goal setting (r = 0.417). Other significant relationships observed were between recognition and involvement in goal setting (r=0.340), recognition and work condition (r=0.362), and recognition and supervision(r=0.372). Regression analysis showed that the best predictors of motivation of teachers were recognition and work conditions, both variables explaining approximately 32% variations in motivation of the teachers. It is therefore recommended that, to improve the motivation of Senior High School Agricultural Science teachers, there is the need to improve various aspects of work conditions of the teachers such as salary, health insurance coverage, accommodation and other facilities. Teacher recognition by both employers and supervisors need to be strengthened through giving teachers equal chance of winning the "Best Teacher Award" and verbal appreciation to teachers from supervisors, parents and students