UNIVERSITY OF CAPE COAST

EFFECTS OF TEACHERS’ MOTIVATION ON THE ACADEMIC

PERFORMANCE OF STUDENTS IN MIM SENIOR HIGH SCHOOL

BY

ANIM KISSI FORSTER

DERY VINCENT BANGANTAA

ALHASSAN MUSAH SAAKA

NYAME ERIC

MOHAMMED SALAM TAMPALIGIDI

FUSEINI MOHAMMED

2019
 UNIVERSITY OF CAPE COAST

EFFECTS OF TEACHERS’ MOTIVATION ON THE ACADEMIC

PERFORMANCE OF STUDENTS IN MIM SENIOR HIGH SCHOOL

BY

ANIM KISSI FOSTER ED/BSS/TAM/17/0031

DERY VINCENT BANGANTAA ED/BSS/TAM/17/0032

ALHASSAN MUSAH SAAKA ED/BSS/TAM/17/0033

NYAME ERIC ED/BSS/TAM/17/0034

MOHAMMED SALAM TAMPALIGIDI ED/BSS/TAM/17/0035

FUSEINI MOHAMMED ED/BSS/TAM/17/0036

Project Work Submitted to the Institute of Education of the College Of Education

Studies, University Of Cape Coast in Partial Fulfillment of the Requirements for the

Award of Degree in Secondary Education

MAY, 2019
 DECLARATION

Candidate’s Declaration:

We hereby declare that this project work is the result of our own original work and that

no part of it has been presented for another degree in this university or elsewhere.

Candidate’s signature: …………………………. Date: …………………………..

ANIM KISSI FOSTER

(ED/BSS/TAM/17/0031)

Candidate’s signature: …………………………. Date: …………………………..

DERY VINCENT BANGANTAA

(ED/BSS/TAM/17/0032)

Candidate’s signature: …………………………. Date: …………………………..

ALHASSAN MUSAH SAAKA

(ED/BSS/TAM/17/0033)

Candidate’s signature: …………………………. Date: …………………………..

NYAME ERIC

(ED/BSS/TAM/17/0034)

Candidate’s signature: …………………………. Date: …………………………..

MOHAMMED SALAM TAMPALIGIDI

(ED/BSS/TAM/17/0035)

Candidate’s signature: …………………………. Date: …………………………..

FUSEINI MOHAMMED

(ED/BSS/TAM/17/0036)
Supervisor’s Declaration

I hereby declare that the preparation and presentation of the project work were supervised

in accordance with the guideline on supervision of project laid down by the University of

Cape Coast.

Supervisor’s signature: ……………………………. Date: ……………………

Name: Mr. Daniel Adom-Fynn

ii
 ABSTRACT

The purpose of this study was to investigate the effects of teachers’ motivation on

students’ performance in Mim Senior High School. Five (5) research objectives were

formulated to guide the study. The sample was 86 respondents who were teachers of the

above mentioned school. Data was gathered by the use of questionnaires. The study

employed both qualitative and quantitative data analysis techniques and data was

presented in the form of tables, figures and pie figures. Findings from the study

revealed that remuneration and related factors are what mainly motivate teachers of Mim

Senior High School. The findings also showed that the school provides adequate teaching

and learning materials to improve teaching and learning. Based on findings it was

concluded that remuneration of teachers is the most prioritized motivational factor that

boost teachers’ morale in performing their duties in Mim Senior High School. It was also

concluded that inadequate teaching and learning materials adversely hinders teachers’

ability to perform their duties both inside and outside the classroom. Finally, it was

concluded that providing teachers with opportunities for developing their profession

positively influence their motivation hence good students’ performance. As a result of

findings and conclusions derived from the study it was recommended that Government

and management board of Mim Senior High School should give maximum attention to

teachers’ remuneration related factors. It was recommended that P.T.A, NGOs and

stakeholders of education should provide additional infrastructure to the school to aid in

effective and efficient teaching and learning as well as other activities. Policy makers

should put up a pension scheme that will offer good expectation upon the retirement of

teachers.

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 ACKNOWLEDGEMENTS

We give thanks to the almighty God for his protection and guidance throughout

the preparation of this project work. Our sincere gratitude also goes to our project work

supervisor Mr. Daniel Adom Fynn for his positive contribution towards the success of

this work. We wish to express our profound thanks and appreciation to the assistant head

teacher of Mim Senior High School who warmly welcomed and accepted us to conduct

our study in the school and to all the teachers who took time out of their busy schedule to

respond to the questionnaires. Finally, we would like to thank all individuals and

personalities who have in one way or the other contributed immensely towards the

completion of this piece of work. The researchers are also grateful to our parents for their

support. To the above, we are grateful to all our friends for the support they render to use

throughout the project work.

iv
 DEDICATION

This work is dedicated to our dear parents and friends whose support, love and

sacrifice saw us through the completion of this work.

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 TABLE OF CONTENTS

DECLARATION ii

ABSTRACT iii

ACKNOWLEDGEMENTS iv

DEDICATION v

TABLE OF CONTENTS vi

LIST OF TABLES ix

CHAPTER 1

ONE INTRODUCTION 1

Background to the Study 1

Statement of the Problem 4

Purpose of the Study 6

Research Questions 6

Significance of the Study 7

Delimitation of the Study 7

Limitations of the Study 8

Organization of the Rest of the Study 8

TWO LITERATURE REVIEW 9

Introduction 9

Concept of Motivation 9

Types of Motivation 10

Theories of Motivation 11

Maslow’s Hierarchy of Needs 12

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 Skinner’s reinforcement theory 15

Positive reinforcement 15

Negative reinforcement 16

Factors Affecting Teacher’s Motivation 17

Effects of Working Condition on Teacher’s Motivation 17

Recognition on Motivation of Teachers 18

Supervision on Motivation of Teachers 18

Remuneration on Motivation of Teachers 19

Professional Development on Motivation of Teachers 19

Interpersonal Relation on Motivation of teachers 19

Effects of Motivation on teachers’ performance 20

THREE METHODOLOGY 21

Introduction 21

Research Design 21

Population 22

Sample size and sampling procedure 22

Cluster sampling technique 23

Data collection techniques 23

Instruments used for data collection 23

Data analysis and presentation 24

FOUR RESULTS, FINDINGS AND DISCUSSION 26

Introduction 26

Factors Which De-Motivates Teachers towards Student’s Performance 28

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 Influence of Opportunities for Professional Development on Teachers’

Motivation 33

Influence of remuneration and related factors on teachers’ motivation 34

FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS 37

Summary of the findings 37

Conclusions 38

Recommendations 39

REFERENCES 41

APPENDICES 44

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 LIST OF TABLES

Table 4.1: Factors That Motivate Teachers towards Good Student’s Performance 27

Table 4.2: Factors Which De-Motivates Teachers towards Good Student’s

Performance 29

Table 4.3: Teacher’s Response on Working Conditions (motivational practices

adopted by management of the school) 31

Table 4.4: Teachers’ Response on Opportunities for Professional Development 33

Table 4.5: Teachers’ Response on Remuneration and Related Factors 35

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 CHAPTER ONE

INTRODUCTION

Background to the Study

Motivation is not completely a new term. What is interesting about it is that it is

commonly assumed to be a good thing that goes in influencing individual’s behavior and

performance of work. Bennel (2004) thinks of motivation as a push or inspiration given

to a person so that he or she can bring out his or her best. It is that type of behavior

needed that enables one to achieve anything desired in life, without which a person would

give up so easily with the first sign of adversity.

Teacher motivation naturally has to do with teachers’ attitude to work. It has to do

with teachers desire to participate in the pedagogical processes within the school

environment. It has to do with teachers’ interest in students’ performance, discipline and

control particularly in the classroom. Snowman, Mcown and Biehler (2008) observe that

teacher motivation is a concept that assists us understand why teachers behave the way

they do. According to Snowman, Mcown and Biehler (2008) motivation is “a complex

construct easier to define than to understand.” Thus motivation cannot be observed

directly but rather deduced from the observable behavior such as gestures, task

presentation and goal-directed activities (Bennel, 2004).

Bennel (2004) defines teacher motivation as all the psychological processes that

drive the teacher towards achieving the educational goals. He further states that these

psychological processes are immeasurable and at the same time cannot be observed

directly since the process of achieving the educational goals is influenced by other

external factors including the environmental and organizational challenges. In the

1
education sector, educational goals have always been set at the national level and

passed to the teachers to achieve them, it is therefore right to conclude that the teacher

plays a key role towards the achievement of the educational goal.

According to Alarm and Farid (2011), motivation of teachers is very important as

it affects the students directly. This fact is supported by Marques (2010) in her conclusion

that motivation, satisfaction and performance are interdependent. Dornyei (2001) further

states that teacher efficacy affects students directly as there is strong correlation between

teacher efficacy and students’ performance hence a desired outcome by the students can

occur with the help of the teacher. This means that low motivation of teachers affect

their performance which affects the students’ performance.

The key mandate of the teacher is to assist the learner to use and apply concepts

by giving instructions and presentations in the classroom. This role is always formal and

continuous that usually happens in a school setting or in any other place where formal

education is disseminated. There are more duties that are associated with being a teacher

than just executing lesson plans, other responsibilities that teachers attend to include

being surrogate parents, disciplinarians, mentors, counselors, role models, planners and

many more. As a result of these responsibilities teachers play an important part in

shaping the behavior and future educational successes of learners. For the teacher to

exhibit enthusiasm while executing these responsibilities he/she must be attracted to the

teaching profession and be well trained.

The teacher is mainly responsible for the learners’ attention and interest towards

class work and as a result he/she is the key to the formation of the desired academic

behaviors in the learners; formation of such behavior in the learners can be attributed to

2
the level of teacher motivation. The educational performance of any generation is directly

proportional to teacher’s performance. It is therefore mandatory for any country that pays

attention to its economic growth to have a keen interest on the factors that affect teacher

motivation as this has direct influence on the quality of the educational results which in

turn will influence the country’s human resource.

Bennell (2004) in his study of teacher motivation and incentives in sub-Saharan

Africa cites that teachers absenteeism from schools in Sub-Saharan Africa can highly be

attributed to poor teacher motivation as well as lack of accountability from the teachers;

thus leading to reduced syllabus coverage and academic performance in most of the

schools that were measured. He also got concerned with the teachers’ compensation in

Sub-Saharan Africa which he emphasized was very little forcing teachers into side

hustles like going into entrepreneurship in addition to the teaching job.

The study also noted that absenteeism and attrition were highly attributed to the

factors affecting teacher motivation with poor pay and unfriendly working conditions

taking the lead among these factors. By the time of the study, the Malawi government

had proposed to have houses constructed for teachers especially those working in the

rural regions and also hardship allowance for those in hard to reach areas. The Malawi

government also proposed new and transparent criteria of promoting teachers that

depended on the professional career path.

Motivation theories attempts to explain why people behave in the way they do.

The question of what motivates workers to perform effectively is not an easy one to

answer. The difficulty is that, the researcher involved has to make assumptions about the

motives for the behaviors observed and recorded. Thus there is always an element of

3
subjectivity in any judgment made about motivation Barry and Reece (1996). The link

between motivation and management practices is crucial to management success.

Employees are the greatest single asset available to an organization. In its factual sense,

organization is people: In view of this, people are the only assets that can work actively

towards organizational goals.

Even though there are other factors such as individual knowledge and skills, the

nature of task, the management style adopted as well as the organization’s climate, all

play a part in the result people achieve with regard to effective performance, motivation

holds the key features, that determines the extent to which the individual desires to place

his or her knowledge or skill at the disposal of others and better still, the shrug of the

effects of obstacles or difficulties in so doing of which teachers of Mim Senior High

School are no exceptions. It is in this light that the students in this study seek to find out

how teachers of Mim Senior High School are influenced by motivation with regard to

their job performance and the performance of their students.

Statement of the Problem

Most, if not all teachers in Ghana who teaches in both basic schools, junior and

senior high schools up to the tertiary level are heard pouring out their frustration about

the difficulties they face in the performance of their work. A careful observation could

lead one to conclude that the reason behind these grievances is nothing but the lack of

things which they need in order to help them perform their work with ease. Most of the

time Ghanaian teachers are heard either going or threatening to go on demonstration

because they are not getting the things they need to motivate or push them to do their

work with enthusiasm. A visit to most public schools in Ghana during school hours

4
would reveal that the time some teachers are supposed to be in class, they could be seen

sitting idle or chatting with other colleague teachers. Even when teaching, it could be

seen that they do not attach passion to the work. The question is what could make a

teacher behave in such a way? There is one simple explanation; if nothing motivates

teachers to work then hardly will it be possible for them to bring out their best, simply

because they do not see the reason why they should work to bring out their best. After all

if you do not realize your reward after performing work then why should you continue

working? In Ghana, teacher motivation is seen as a combination of intrinsic and extrinsic

ideas that is fundamental to both teachers and students, and is significant determinants of

the quality and efficiency of education. According to Bradley (2014), if teachers are well

satisfied students on the other hand will be extremely satisfied. Thus if teachers’

motivation problem is properly dealt with the effects that it will have on the students will

be extremely positive. Early teacher motivation research had common interest in initial

teacher’s motivation for career choice. Richards (1960) indicated that satisfaction and

good preparation for family life were top reasons for entering into teaching but the initial

research in Ghana indicates that most teachers are not extremely motivated to carry on

their work, Richards idea shows that if teachers are well motivated it will encourage

them to make teaching and improving students’ performance their top priority.

Teachers must therefore be motivated through various ways which may include

the organization of seminars and workshops, upgrading test, performance appraisal,

timely payment of salary and wage, providing the required physical facilities like

laboratories and verbal encouragements for students as well as helping them to come out

from psychological trauma. This would go a long way in motivating the teachers which

5
will in turn improve the students` performance in senior high schools across the country

and especially Mim Senior High School where this study was undertaken.

Purpose of the Study

The purpose of this study is to investigate the effects of teacher motivation on the

performance of students in Mim Senior High l School. What the research seeks to find

include:

 To identify the factors that affects teachers’ motivation in Mim Senior

High School.

 To determine whether the working conditions of the teachers have any effect on

teacher’s motivation.

 To identify the type of teachers’ motivational practices adopted by management

of Mim Senior High School to improve students’ performance.

 To investigate the extent to which such programs like seminars, conference and

workshops that are conducted for the teachers can enhance their performance in

the class.

 To examine the influence of remuneration and related factors on teacher’s

motivation.

Research Questions

1. To what extent does irregular payment of teachers’ salaries affect teachers’

performance in their work?

2. To what extent does teacher motivation affect the academic performance of their

students?

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 3. How does irregular promotion of teachers affect teachers’ performance in the

classroom?

4. To what extent do seminars, conferences and workshops for teachers influence their

performance?

5. To what extent do remuneration and related factors influence teacher’s motivation?

Significance of the Study

The study will also be of great importance to the school systems where the study

was performed because it will serve as a means of feedback to the teachers on the effect

of their input to students’ performance. This is particularly important as research has

shown that proper feedback can serve as a means of personal motivation. It is true that

decision making may not be part of the research, but research certainly facilitates the

decisions taken by policymakers in educational institutions.

Due to the findings from this research the educational policy makers can foresee

and forecast the future performance of the institution, forming grounds upon which

the future strategies can be formed.

Delimitation of the Study

The researchers would have wished to contact all teachers in Mim however, due

to time; the study was limited to Mim Senior High School in Mim in the Ahafo Region.

The study centered specifically on the effects of teachers’ motivation on the academic

performance of students in Mim Senior High School.

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 Limitations of the Study

Our biggest limitation has to do with the time that the teachers may have for the

group in conducting this research since they may have limited free time for other

engagements. This may hinder the ways in which we would like to fast track this

research. Again, as many Ghanaian teachers have job security issues this means that we

are likely to miss certain vital information which a staff may believe that if they bring

forward may affect their job. This may affect our analysis of data collected.

Organization of the Rest of the Study

The study is organized into five distinct chapters, chapter one would deal

with the background of the study, statement of the problem, purpose of the study,

research questions, limitation and organization of the study.

The chapter two would focus on the literature review of the proposed area of

study, whist chapter three focuses on methodology. The chapter four would then focus on

presentation and discussing of findings. Finally chapter five would deal with summary,

conclusion and recommendation.

8
 CHAPTER TWO

LITERATURE REVIEW

Introduction

This chapter covers concept of motivation, types of motivation, theories of

motivation, factors influencing teachers’ motivation and effects of teachers’ motivation.

Concept of Motivation

According to Green (2009), ‘motivation is a set of active forces that emanates

from both within as well as beyond the individual’s being to initiate work related

behavior and to determine its form, direction, intensity and duration’. Teachers are

motivated by what they believe are going to happen (intrinsic) and not by what school

management promise (extrinsic) will happen. School management can therefore motivate

teachers by putting in place conditions required for motivation, namely; trust,

satisfaction, confidence, and creating an environment that reinforces those

conditions. Green recognizes three of Herzberg’s motivators as being crucial in

motivating people. These are recognition, interesting work and responsibility. He says,

over and above monetary reward, what people crave is praise. They need assurance that

their efforts are known, valued and pleasing.

Kim and Garman (2008), defines motivation as the driving force within an

individual by which they attempts to achieve some goal in order to fulfill some needs or

expectations. These inner-striving circumstances described as wishes, desires,

drives, urges, aspirations, and needs of human beings direct, control or explain their

behavior. They found that employees’ personal lives affect their attitudes and

9
behaviors at the workplace. Results of their exploration showed that employees who had

high levels of financial stress had lower levels of work. The inevitable consequence is

poor productivity.

Types of Motivation

Motivation can fundamentally be grouped into two main types, namely

intrinsic and extrinsic motivation.

Intrinsic Motivation

Intrinsic motivation can be referred to as being motivated from within thus self-

motivation. It is the act of being motivated as an outcome of internal factors to perform

certain actions and behaviors. Moreover, intrinsic motivation refers to doing

something just because you want to, there is neither strain nor any sort of reward for your

actions but you still do them because you want to or believe is the right thing to do.

Intrinsic motivation may be termed as the stimulation that drives an individual to bring

about transformation or perform certain behavior for his or her internal satisfaction and

pleasure. Intrinsic motivation is what occurs when a person is performing an activity

which he or she takes delight and satisfaction in, and is seen as internal rewards (Tella,

2007).

A person’s reaction to work is crucial and that one’s attitude towards work can

very well determine success or failure (Stephen and Timothy, 2008). Intrinsic motivation

of a teacher is prejudiced by factors relating to task such as achievement, advancement,

recognition and possibility of growth as proposed by Hertzberg (1968). An individual

who is intrinsically motivated will be dedicated to his work to the extent to which the job

involves mission that is rewarding to him. For an individual to be motivated in a work

10
situation, there must be a need for which an individual would have to observe a

possibility of satisfying. According to Ryan and Deci (2000) competence, positive

performance, feedback, autonomy and relatedness increase intrinsic motivation of a

teacher.

Extrinsic Motivation

Extrinsic motivation on the other hand may be referred to as an external reward a

person enjoys after he finishes his work. According to Luthan (1998), extrinsic rewards

are defined as “tangible benefits” recounting to a job such as physical condition, fringe

benefit, salary, the amount of work and facilities available for doing the work.

Extrinsic factors such as school policy and administration, technical supervision,

personal and interpersonal relation with superiors, peers and subordinates affects the

external motivation of a teacher. Extrinsic factors relates to perspective or situation where

the work is performed such as working condition, job security and interpersonal

relationship with superiors and peers.

Intrinsic and extrinsic motivation plays an essential role in an attainment and

partaking of knowledge. The superiority of resources such as equipment, physical

facilities, teaching materials etc. have a direct connection on the performance of teachers

as they show how effective the curriculum is implemented. Hence teachers need high

motivation in terms of workload, remuneration, promotion and conducive teaching

environment so as to provide maximum services to the students.

Theories of Motivation

A theory can be defined as a set of assumptions, propositions, or conventional

facts that attempts to provide a reasonable or logical explanation of cause-and-effect

11
(casual) relationships among a group of observed phenomenon. Motivational theory is

tasked with discovering what drives individuals to work towards a goal or outcome. We

can differentiate between content and process motivation theories. Content theories focus

on WHAT, while process theories focus on HOW human behavior is motivated. Content

theories are the earliest theory of motivation. Within the work environment they have had

greatest force on management practice and policy, whilst within academic circle they are

slightly accepted.

Content theories are also called needs theories: they tried to recognize what our

needs are and relate motivation to the fulfillment of these needs. The content theories

cannot entirely explain what motivates or de-motivates us. Process theories are concerned

with how motivation occurs, and what kind of process can manipulate our motivation.

The major content theories are: Maslow’s hierarchy of needs, Alderfer’s ERG

theory, McClelland’s achievement motivation and Herzberg’s two-factor theory. The

main process theories are: Skinner’s reinforcement theory, Victor Vroom’s expectancy

theory, Adam’s equity theory and Locke’s goal setting theory. There is no sole

motivation theory that explains all aspects of people’s motives or lack of motives.

Each theoretical explanation can serve as a foundation for the development of techniques

for motivation. For the purpose of this study, much emphasis will be laid on Maslow’s

hierarchy of needs, Herzberg’ two-factor theory and Skinner’s reinforcement theory.

Maslow’s Hierarchy of Needs

This is the most basic and the most widely known theory of motivation,

developed by Abraham Maslow (1994) in the 1940s and 1950s. This theory condenses

needs into five basic categories. Maslow well-organized these needs in his hierarchy

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beginning with the basic psychological needs and continue through safety, belonging and

love, esteem and self-actualization. In his theory the lowest unsatisfied need become the

dominant, or the most powerful and significant need. The most dominant need activates

the individual to act to fulfill it. Satisfied need do not motivate. Individuals pursue to seek

a higher need when lower needs are fulfilled.

Maslow’s hierarchy o need is often shown in the shape of a pyramid: basic needs

at the bottom and the most complex needs at the top.

Figure 2.1: Pyramid Showing Maslow’s Hierarchy of Needs

1. Psychological needs (example food, water, shelter and sleep). It includes the most

essential needs for humans to survive, such as air, water and food. Maslow emphasize

that our body and mind cannot function well if this requirements are not fulfilled. These

psychological needs are the most dominant of all needs. So if someone misses everything

in his or her life probably the major motivation will be to fulfill his or her psychological

needs rather than any other needs. A person who lacks food, safety, love (also sex) and

esteem, would most probably hunger for food (and also money, salary to buy food) than

13
for anything else. If all the needs are unfulfilled and the individual is then overruled by

the psychological needs, all other needs may turn into the background.

2. Safety and security (secure source of income, a place to live, health and well- being).

If the psychological needs are relatively dealt with, new needs will appear, the so called

safety needs. Safety needs refers to a person desire for security protection. Basically

everything looks less important than safety and protection (sometimes psychological

needs). The healthy and fortunate and adult in our society are largely satisfied in their

safety needs. The peaceful, sure and steadfast society makes us feel safe enough

from criminal assault, murder, unbelievable natural disaster etc. people may no longer

have any safety need as first-line motivators in that case. Safety and security needs

includes: financial security, personal security, health and wealth being, safety mesh

against accident, illness and their adverse impact.

3. Belongingness and love (social needs). Man is a social being; he is therefore

interested in social interaction, companionship, belongingness and love. This socializing

and belongingness is the reason why individual prefer to work in groups. If both the

psychological and safety needs are fulfilled, the affection, love and belongingness

become important. Love needs involve giving and receiving affection, when they are

unsatisfied the person will immediately eradicate the lack of friends, peers and partner.

Quite a number of people suffer from social tension, loneliness, social isolation and

clinical depression because of the lack of this love or belongingness factor.

4. Esteem needs These needs refer to self-esteem and self-respect. They include such

needs which indicate self-confidence, achievement, competence, knowledge and

independence. The fulfillment of esteem needs leads to self-confidence, strength and

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capability of being useful in the institution. However, inability to fulfill these needs

results in feeling inferior, weak and helpless.

5. Self- actualization needs This level represents the conclusion of all the lower,

intermediate and higher needs of human being. Meaning, the final level under the need

hierarchy is the need for self-actualization and this refers to fulfillment. The term self-

actualization was created by Kurt Goldstein and it is meant to become actualized in what

one is potentially good at. In effects, self-actualization is the person’s motivation to

transform perception of self into reality. According to Maslow, the human needs follow a

sequence of domination. The second need does not arise until the first is reasonably

satisfied, and the third need does not emerge until the first two needs have been

reasonably satisfied, and it goes on. The other side of the need hierarchy is that human

needs are unlimited.

Skinner’s reinforcement theory

This theory is based on operant conditioning theory, one of the oldest theories of

motivation as a way to explain behavior and why we do what we do. The theory states

that “an individuals’ behavior is a function of its consequences” (Management Study

Guide, 2003). Reinforcement theory has been used in many field of study including

animal, raising children and motivating employees in the workplace. Reinforcement

focuses on observable behavior rather than needs theories that focus on personal states.

Hence, reinforcement theory focuses on the environmental factor that

contributes to shaping behaviors.

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 Positive reinforcement

Positive reinforcement is any pleasant or desirable consequences that follows a

response and increase the possibilities that the response will be repeated (Wood, Wood

and Boyd, 2005). Positive reinforcement uses the reward system. The reward system is a

collection of brain structures which attempts to regulates and control behavior by

inducing pleasurable effects. Some examples of positive reinforcement are praise,

appreciation, trophy, money, promotion or any other reward that can increase the

possibility of the rewarded behavior’s repetition. However, giving rewards may not

result in the desired effect or behavior, but the reward must stimulate the individual to

produce the desired behavior to be positive reinforcement. This means that the

reinforcement should be highly motivating to the individual. If a student gets

positive verbal feedback and a good grade for his or her test, this reinforcement may

encourage the performance of the behavior to repeat.

Negative reinforcement

Negative reinforcement is a “psychological reinforcement by the removal of an

unpleasant behavior or stimulus when a desired response occurs”. Negative

reinforcement uses the reward system. A person is rewarded for desired behavior by

having something unpleasant removed and this removal is the reward. When a hungry

person is given a meal, he behaves in a certain manner or way. In this case the meal is a

negative reinforcement because it eliminates the unpleasant states (hunger). Contrary to

positive and negative reinforcement, punishment can be undesired reinforcement, or

reinforced undesired behavior. For example, if a student is always late to class and thus

he gets negative verbal feedback ad also has to tidy up the classroom at the end of the day

16
then the undesirable behavior is reinforced with an undesirable reinforce. This means the

punishment decline the tendency to be late.

According to the theory, positive is a much better motivational technique than

punishment because of the following reasons;

Punishment tries to stop undesirable behavior and does not offer an alternative

behavior.

Punishment creates bad feelings, negative attitude towards the activity, and person

who gives the punishment.

Punishment suppresses behavior but it does not permanently eliminate it.

The reinforcement theory is included in many other motivation theories. Rewards

must meet someone’s needs, expectations and be consistent. The desired behavior must

be clear and realistic, but the issue remains.

Factors Affecting Teacher’s Motivation

Teachers’ motivation is very central regarding students’ performance. Teacher’s

needs are influenced by a variety of individual factors and this is because human beings

have their own taste. If educational administrators expect rewards to have an impact on

performance they must employ better methods of influential ways and means of

rewarding teachers. This section therefore examines the effect of working condition,

recognition, supervision, remuneration, professional development and interpersonal

relation as some of the motivational factors that influence teacher’s job performance.

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 Effects of Working Condition on Teacher’s Motivation

Teacher’s performance is mostly affected by working and living conditions

and this have effects on teacher’s morale and motivation. The key factors relating to

working condition are classroom condition, workload, management support and distance

from workplace, housing and travel related factors. All these factors affect teacher’s

morale and motivation. For example, the high cost of travel contributes to teacher

absenteeism and lateness to school. According to Bannell and Akyeampong (2007), very

large class sizes are the norm for most teachers in countries such as India and Pakistan.

Poor classroom condition such as inappropriate furniture, poor ventilation and lightening

system decreases the zeal teachers attached to their work in the classroom; this in other

way round greatly affects the motivational factors of teachers.

Recognition on Motivation of Teachers

Teachers must be made aware by school management that their work is being

recognized and greater importance should be attached to it. This goes a long way in

bringing about high morale and motivation among teachers. Teacher recognition is a

significant component for creating positive emotions in the school set up in special ways

among teachers. Teachers, who receive regular recognition and praise increases their

output efficiently, increase engagement with other colleague teachers, are more likely to

stay in the school for long and are extremely satisfied with their job. For school

management to experience greater effectiveness and efficiency regarding the work of the

teacher, teacher recognition should be given utmost attention.

18
 Supervision on Motivation of Teachers

Teacher’s supervision can both be rewarding and frustrating. Duke and Stiggins

(1986), stipulates that effective teacher supervision can lead to better performance,

personal growth and professional growth. Anxiety and boredom can be results of poor

supervision. Supervision must therefore be planned in order to come out with a positive

result.

Remuneration on Motivation of Teachers

Monetary compensation for most people is a major foundation for working no

matter what other motivations or passions may exist for the job. Maicibi (2005) defines

remuneration as a pay reward given to individuals for work done which includes: basic

salary, wages, health scheme, pension schemes, transport allowances, overtime

allowances and responsibility allowances. According to a study conducted by Marnane

and Olson (1990), teacher salary is an important ingredient of the length of time that

teachers stay in teaching. The result shows that teachers who are paid more stay longer in

teaching than teachers who are paid less. In a summary, there is a strong and

constructive relationship between remuneration and teacher’s performance and that

salary or wage and bonus or incentive serve as a form of motivation to teachers.

Professional Development on Motivation of Teachers

Professional development is a way of accelerating teacher’s professionalism

which would have a positive effect on how teachers are satisfied and maintained in their

schools and their profession. Quite a lot of studies in other employment situations other

than school support a positive relationship between satisfaction with work place training

19
and overall job satisfaction. Career development positively relates with organizational

commitment and job satisfaction. The role of a school administrator should there be the

provision of sufficient guidance for teachers on their career development welfare.

Interpersonal Relation on Motivation of teachers

Interpersonal relation between school administrators and teachers is vital in every

institution. There ought to be a special connection between workers in an institution

which would create positive environment at the work place. It is practically not possible

for teachers to work alone and since we are social animals and we need friends around

and since working alone is more likely to lead one to stress and anxiety, it is vital for

colleague teacher and or school administrators to relates cordially so that they can fall

back on each other at the time of crises.

Interpersonal relation creates room for teachers and school administrators to see

each other as mentors rather than mere colleagues since roles and responsibilities must be

delegated based on specialization, educational qualification and interest of teachers.

Effects of Motivation on teachers’ performance

Motivation or job satisfaction and de-motivation or job dissatisfaction is

contradicted to each other. One is a positive feeling whereas the other is a negative

feeling towards work or job. De-motivation may results in teachers’ absenteeism

from school, aggressive to behavior towards colleagues and learners, early exit

from teaching profession and psychological withdrawal from work (Mwamwanda,

1995). Other effects of de-motivation may be students’ poor performance in school

20
examinations and extra- curricular activities, downhearted work force and students’

unrest among many.

Motivation on the other hand will bring about low absenteeism from

schools, commitment, welcoming behavior with colleagues and students, low quits from

the teaching profession, good performance in examination and motivated workforce. This

means a well-motivated teacher is most likely to perform their job with enthusiasm and

passion which will go a long way to boost the performance of their students as well.

CHAPTER THREE

METHODOLOGY

Introduction

This section covers research design, population, sample size and sampling

procedure, data collection techniques, instrument used for data collection as well as data

analysis techniques and presentation of data.

Research Design

The main design employed for this study was descriptive research design.

Descriptive research involves gathering data that describe events and then organizes,

tabulates, depicts and describes the data collection(Glass and Hopkins,1984).The research

design seeks to find out the effects of teachers’ motivation on the academic performance

of students in Mim Senior High School. Glass and Hopkins (1984) succinctly stated that

it often uses visual aids such as graphs and charts to aid the reader in understanding the

21
data distribution. Because the human mind cannot extract the full import of a large mass

of raw data, descriptive statistic is very important in reducing the data in manageable

form. Another advantage of this design is that it enables researchers to study participants

in their natural and unchanged environment.

Although it has got its disadvantages such as it is time consuming, confidentiality

can be an issue, and participant may not be truthful or behave naturally when they know

that they are being observed, but it was the best design to use for this study for it enabled

the researchers to tackle the research questions in a more detailed way. Prozesky and

Mouton (2001) clearly opine that, in order for the researcher to capture the essence of the

descriptions rooted in the life-worlds of participants and produce insider perspective of

the actors and their practices, it is best to use qualitative method. It is in line with this

that, this study used the qualitative methodology.

Population

The study population is made up of all teachers, staff and students of the Mim

Senior High School in the Ahafo Region of Ghana. The school is made up of 98teachers,

80 males and 18 females, and 2112 students, also made up of 1300 boys and 812 girls.

Sample size and sampling procedure

Wiersma (1995) describes a sample as a miniature population of the target

population selected analytically from the study, thus a portion of the entire group

(called a population). Sampling procedure is a method used for selecting sample

members from a population. In this study, the respondents will be Senior High school

teachers teaching in Mim Senior High School whose number stood at ninety-eight (98).

22
In selecting the study school above, the group of students undertaking this research took

account of all public senior high schools in the Goaso municipality and the simple

random probability procedure was used to arrive at the study school which is Mim Senior

High School. In this case, we used the lottery method whereby all the senior high schools

in the municipality were grouped into clusters and then coded, Finally, Mim

Senior High School was selected for the study. The researchers objectively selected all

the teachers in Mim Senior High School for the study.

Cluster sampling technique

According to Saunders, Lewis & Thornhill (2009), cluster sampling is on the

surface, similar to stratified sampling as you need to divide the population into discrete

groups prior to sampling. The groups are termed clusters in this form of sampling and can

be based on naturally occurring grouping. For cluster sampling your sampling frame is

the complete list of clusters rather than complete list of individual cases within the

population, you then select a few cluster normally using random sampling. Data are then

collected from every case within the selected clusters. Selecting clusters randomly makes

cluster sampling a probability sampling technique. The cluster sampling technique will be

used because of the following conditions:

Data collection techniques

The researchers will acquire a letter of introduction from their university

(University of Cape Coast). The researchers will then visit the school under study,

introduced themselves to the head teachers and explain the purpose of the study. The

researchers will then present the questionnaire to the teachers through the assistant

23
headmistress of administration, taking time to explain the questionnaire’s contents and

suggesting the expected time of completion. At the time of collecting the questionnaire,

the researchers will respond to the issues that requires confirmation in a face-to-face

dialogue.

Instruments used for data collection

The researchers will mainly rely on self-administered questionnaires. A

questionnaire is a research instrument that gathers data over a large sample (Kombo and

Tromp, 2006). Questionnaires will be used to gather information and data from the

respondents (teachers) of Mim Senior High Technical School. It therefore includes

structured interviews and telephone questionnaires as well as those which the questions

are answered without an interviewer being present. A Questionnaire is one of the most

widely used data collection techniques within a survey strategy because each respondent

is asked to respond to the same set off questions and it also provides an efficient way of

collecting responses from a larger sample prior to quantitative analysis. Each

questionnaire will have three parts. Part one will deal with demographic information of

the respondents’ on gender, age, academic qualification and work experience. Part 2 will

deal with data on factors influencing teachers’ motivation. The factors to be considered

will include remuneration, working conditions, opportunities for professional

development. Part 3 will have open ended items to probe teachers’ suggestions on

measures that could be employed to improve their motivation.

24
 Data analysis and presentation

Data analysis is the collection and organization of data so that a researcher can

come to a conclusion. Data analysis allows one to answer questions, solve problems and

derive important information. The methods to be used here will include both qualitative

and quantitative data analysis techniques.

The questionnaires will be collected and checked for completeness. Quantitative

data will be implied by passing on a code to every answer. Descriptive statistics will be

used to summarize the data in the form of percentages. The data will be organized and

presented in the form of tables, figures, and pie-Figures. This will enable the researchers

to summarize the data collected. The data will be presented in the form of tables, figures

and pie-figures.

Data will be grouped and presented in specific categories, among which will

include: Teachers’ response on their promotions, Influence of teachers motivation on

student performance, Factors influencing the motivation of teachers, Factors which

motivate teachers towards good students’ performance, Factors which de-motivate

teachers towards good students’ performance, Teachers’ response on working conditions

in their schools, Influence of opportunities for professional development of teacher

motivation, Teachers’ response on opportunities for professional development and

Recommendations to enhance motivation that would influence students’ performance

in Mim senior High School.

25
26
 CHAPTER FOUR

RESULTS, FINDINGS AND DISCUSSION

Introduction

This chapter presents results and discussions of the research which include data

analysis, findings interpretation and presentation. The purpose of this study was to

investigate the effects of teachers’ motivation on performance of students in Mim Senior

High School. The findings are presented according to research objectives which included

the establishment of factors that motivate and de-motivate teachers towards good

student’s performance, to determine whether working conditions of teachers have any

effect on the performance of students, to identify the type of motivational practices

adopted by management of the school, to investigate the extent to which such programs

like seminars, conference and workshops that are conducted for the teachers can enhance

their performance and to examine the influence of remuneration and related factors on

teacher’s motivation.

: Factors that Motivate Teachers towards Good Student’s Performance

From Table 4.1 out of the eight-six (86) teachers who responded to the

questionnaires, 37, representing 43%, are motivated by good remuneration, 21 (24%) are

motivated by the presence of adequate teaching and learning materials in the school,

whilst 15 (18%) are motivated by good working environment, and 8 (9%) are motivated

by good relationship amongst colleagues with just 5 (6%) motivated to work when

promoted.

27
Table 4.1: Factors That Motivate Teachers towards Good Student’s Performance

Motivational factors No. of teachers who responded.

Remuneration 37

Teaching and learning materials 21

Good working environment 15

Good interpersonal relationship 8

Promotion 5

The contents of the table have been illustrated in figure 4.1 in the form of

percentages.

Figure 4.1: Bar chart showing Factors That Motivate Teachers towards Good Student’s

Performance

28
 It is seen from the analysis that most of the teachers of Mim Senior High School

wishes to see a massive improvement in remuneration and its related factors in order to

motivate them towards good student performance. Also, minority of teachers (6%) see

promotion as the least motivational factor that motivates them towards good student’s

performance. In conclusion, the researchers undertaking this research realized

remuneration (salaries, allowances and other bonuses) to be a key factor that influences

most teachers to put all their efforts in achieving good student’s performance

in Mim Senior High School.

Factors Which De-Motivates Teachers towards Good Student’s Performance

From table 4.2 out of 86 teachers, 31 representing 36% are de-motivated by

inadequate remuneration, 17 (20%) are de-motivated by inadequate teaching and learning

materials in the school, whilst 17 (20%) are de-motivated by poor working environment,

and 10 (12%) are de-motivated by poor relationship amongst colleagues. Also, 4

representing 5% are de-motivated by irregular promotion and 7 (7%) are de-motivated by

large class size.

29
Table 4.2: Factors Which De-Motivates Teachers towards Good Student’s

Performance

De-motivational factors Number of responses

Inadequate remuneration 31

Inadequate teaching and learning materials 17

Poor working environment 17

poor interpersonal relationship 10

Irregular promotion 4

Large class size 7

The contents of table 4.2 have been presented in the form of percentages in figure

4.2 below.

Figure 4.2: Pie chart showing Factors that De-Motivates Teachers towards Good

Student’s Performance.

30
 It is seen from the analysis that Mim Senior High School needs more

improvement in its remuneration packages given to teachers to boost their morale in

achieving good student’s performance. Attention should also be given to teaching-

learning materials and working environment to help them achieve the desired

performance of students.

Effects of Working Conditions on Teacher’s Motivation

According to the Business Dictionary (BD), Working conditions are the

conditions in which an individual or staff works, including, but not limited to such things

as amenities, physical environment, stress and noise levels, degree of safety or danger,

and the like. Working conditions are the core of paid work and employment relationships.

Generally speaking, working conditions cover a broad range of topics and issues, from

working time to remuneration as well as physical conditions and mental demands that

exists in the workplace.

To find out how working conditions affects teacher motivation, the teachers were

asked to indicate the extent of agreement or disagreement with some statements on a

likert scale where (SA) strongly agree=5. (A) Agree=4. (U) Undecided=3. (SD) Strongly

disagree=1. (D) Disagree=2. The statement on the scale related to some of the extrinsic

factors relating to working conditions which influenced the motivation of teachers and

hence the performance of students in Mim Senior High School.

31
Table 4.3: Teacher’s Response on Working Conditions (motivational practices

adopted by management of the school)

Factors SA% A% U% SD% D%

i) The school provides breakfast and lunch to 31 59 0 4 6

teachers.

ii) Head teacher gives out clear job description to the 17 74 0 0 9

teachers.

iii) The school provides houses to teachers. 9 9 0 54 28

iv) The school provides teaching /learning resources. 0 91 0 9 0

v) The academic performance of students is good. 7 30 8 51 4

vi) The school is located within easy reach by 73 19 0 2 6

teachers.

vii) The students are selected with high BECE 10 20 2 47 21

performance.

Viii) The school provides adequate infrastructural 9 26 1 47 17

facilities.

From table 4.3 most teachers (59%) agreed and 31% strongly agreed that the

school provides breakfast and lunch to them; 74% agreed that the Head teacher gives out

clear job description to the teachers. For the provision of housing to teachers, 54% and

28% strongly disagreed and disagreed respectively. 91% of the teachers also agreed that

the school provides teaching/learning resources to enhance effective teaching and

learning. On academic performance of students, 30% agreed that the students’

32
performance is good and 51% strongly disagreed that the students’ performance is

good. 73% of the teachers agreed that the school is located within easy reach whilst most

of them (47%) strongly disagreed that students of Mim Senior High School are selected

with high BECE performance. 47% of the teachers strongly disagreed that there are

adequate infrastructural facilities in the school.

It is seen from the analysis that the teachers of the school under study are highly

motivated by some management practices adopted by the management board such as

providing breakfast and lunch to teachers in order to gain enough strength and energy to

begin their daily activities, head teacher giving out clear job description to teachers as well

as the school providing teaching/learning materials which helps to enhance effective

teaching and learning. Again, there is an indication that most of the teachers are highly

satisfied with the location of the school which enables them to easily reach it whenever

the need arises. This clearly shows that the above mentioned working conditions have a

positive impact on the motivational aspects of the teachers which goes a long way to

influence the performance of their students.

However, there are some other working conditions which some of the teachers are

not satisfied with, and this affects their morale towards teaching and other activities they

undertake within the school community. Among these conditions are; the school does not

provide accommodation for most of the teachers, most of the students are not selected

with high BECE academic performance (most of the students are selected based on low

and average performance in BECE). Majority of the teachers also emphasized that the

school does not have adequate infrastructural facilities to enhance effective and efficient

teaching and learning as well as other activities. The results gathered on academic

33
performance of the students’ shows that most of them are not quite good. This

conclusion is based on what teachers pointed out when they were asked to indicate

whether the academic performance of their students was good or not.

Influence of Opportunities for Professional Development on Teachers’ Motivation

Professional development is some of the motivators (intrinsic factors) which

cause job satisfaction and dissatisfaction hence motivation (Herzberg, 1959). The

respondents were asked to indicate the extent of agreement or disagreement with some

statement relating to some of the intrinsic factors relating to opportunities for professional

development which influence the performance of teachers and hence the performance of

students in Mim Senior High School. The findings are indicated by table 4.4. This was on

a likert scale where (SA) strongly agree=5. (A) Agree=4. (U) Undecided=3. (SD)

Strongly disagree=1. (D) Disagree=2Table

4.4: Teachers’ Response on Opportunities for Professional Development

Factors SA% A% U% SD% D%

i) The Head teacher offers assistance to enable you 3 49 1 20 27

participate in service courses, seminars and

workshops

ii) GES uses fair methods and procedures of teacher 13 53 0 20 14

promotion.

iii) GES offers opportunities and incentives for 0 62 0 8 30

further

studies.

iv) The society recognizes your role as a teacher. 14 86 0 0 0

34
 From table 4.4 49% of the teachers agreed that the Head teacher offers assistance

to enable them to participate in service courses, seminars and workshops. This shows

that majority of the teachers are satisfied with the head teachers’ ability to provide

service courses, seminars and workshops. 53% of the teachers agreed and 13%

strongly agreed that the methods and procedures used by GES for teacher promotion is

fair. 62% of the teachers also agreed that GES offers them opportunities and incentives

for further studies whiles 30% of them disagreed. On whether the society recognizes their

role as teachers, 86% of them agreed.

It is deduced from the information that the head teacher offers assistance to

teachers to enable them participate in service courses, seminars and workshops to help

them upgrade themselves professionally. This, in the other way round, influences

teachers’ motivation towards the performance of their work which in turn affects the

performance of their students positively. With regards to methods and procedures used by

GES for teacher promotion as well as providing incentives and opportunities to teachers

for further studies, it was concluded that these methods and procedures are fair enough to

boost teachers’ morale and motivates them. It also provides them with opportunities for

developing their profession which ensures that they are able to gain more knowledge and

experience about their work. The table also shows that teachers’ role is mostly

recognized by the society which is enough motivation to push them towards achieving

their aims and objectives with respect to where they aspire to reach in their profession as

teachers.

35
 Influence of remuneration and related factors on teachers’ motivation

Remuneration and related factors are some of the hygiene factors (extrinsic

factors) relating to the job environment which brings about job satisfaction and

dissatisfaction hence motivation (Hertzberg 1969). The teachers of Mim Senior High

School were asked to indicate the extent of some statements relating to some of the

extrinsic factors concerning remuneration related factors which influence their

performance and hence the performance of their students. This was on a likert scale

where (SA) strongly agree=5. (A) Agree=4. (U) Undecided=3. (SD) Strongly disagree=1.

(D) Disagree=2.

Table 4.5: Teachers’ Response on Remuneration and Related Factors

Factors SA% A% U% SD% D%

i) The pension scheme in place offers good 3 12 8 65 12

expectations upon retirement.

ii) The amount of salary commensurate with the work 11 1 14 58 16

load.

iii) The payment of monthly salary is timely. 17 69 0 9 5

v) The allowances you receive are adequate. 8 0 0 50 42

vi) The annual salary is adequate and assured. 13 0 0 36 51

From table 4.5, 65% of the teachers strongly disagreed that the current pension

scheme offers good expectations upon retirement whilst a few of them (12%) agreed to

it, 58% again strongly disagreed that their salaries commensurate with their workloads.

For the timely payment of salaries, 69% agreed whilst 50% and 42% respectively

36
strongly agree and disagree that the allowances they receive are adequate. Another (51%)

disagreed that their annual salary is adequate and assured whilst (36%) strongly

disagreed.

It is seen from the analysis that most teachers in the Mim Senior High School are

not satisfied with the current remuneration and its related factors with the exception of

the monthly allowances which is always on time. The effect these will have on the

teachers would decrease their desire for the profession by not putting their effort towards

the achievement of good students’ performance. Most of the teachers would be willing

to switch their profession to a different sector which may seem more lucrative to them.

37
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents a summary of the study; conclusions arrived at from the

study and recommendations based on our findings.

Summary

Overview of the study

The purpose of the study was to scrutinize the effects of teachers’ motivation on

the performance of students in Mim Senior High School in the Goaso municipality of

Ahafo Region. Our study was to help identify the factors that affect teachers’

motivation and also to determine whether the working conditions of the teachers have

any effect on their motivation. The study again sought to investigate the extent to which

such programs like seminars, conference and workshops that are conducted for the

teachers can enhance their performance in the classroom. The study will be important to

the field of education, in that it will build on the existing body of knowledge relating to

teacher motivation and its effect on students’ academic performance in Mim Senior

38
High School. The sample was 86 respondents and data was gathered by the use of

questionnaires. Data was presented in the form of tables, figures and pie figures by the

use of both qualitative and quantitative data analysis techniques.

Summary of the findings

It was discovered from our study that, there are some factors which motivate

teachers to work towards good students’ performance, it was found out that

among these factors, remuneration and related factors are what mainly motivate

teachers of Mim Senior High School. However, when these factors are looked down

upon it will negatively affect teacher’s enthusiasm with regards to performance of work

hence poor academic performance of students.

Under working conditions, we found out that the school provides adequate

teaching and learning materials. It is expected that the provision of adequate teaching

and learning materials to Mim Senior High School will motivate teachers to teach and

contribute to good students’ performance. However, the presence of teaching and

learning materials have not positively influence the academic performance of students.

Again, on opportunities for professional development it was discovered that the head

teacher of the school offers assistance to enable teachers to participate in service

courses, seminars and workshops. GES also uses fair methods and procedures for

teacher promotion as well as providing opportunities and incentives to teachers for

further studies. All these opportunities provided to teachers should positively motivate

them in order to contribute to good students’ performance.

39
 Conclusions

Based on the results it can be concluded that remuneration of teachers is the

most prioritized motivational factor that boost teachers’ morale in performing their

duties in Mim Senior High School. From the study it can also be concluded that

inadequate teaching and learning materials adversely hinders teachers’ ability to

perform their duties. Another conclusion drawn is that good working environment

creates conducive atmosphere to enhance teachers’ motivation. The study further

pointed out that teachers are de-motivated by lack of accommodation on the school

campus. Insufficient infrastructure in the school also negatively affects teachers’

motivation. It is again revealed that providing teachers with opportunities for

developing their profession positively influence their motivation hence good students’

performance. In general, motivating teachers in all aspects greatly affects their input

towards good students’ performance. Likewise, a de-motivated teacher does not put up

his/her maximum best in the classroom, hence poor students’ performance.

Recommendations

As a result of findings and conclusions derived from this study, the

following recommendations were made;

Government and management board of Mim Senior High School should give

maximum attention to teachers’ remuneration related factors. This will further boost

their morale to give out their best which will lead to increasing the academic

performance of the students.

Goaso Municipal Assembly and the various stakeholders of education should

assist in providing accommodation to teachers on the school campus which will make

40
the teachers available for students to contact even during non-school hours to assist the

students in any academic related issue. This will go a long way to improve the academic

performance of the students of the school.

P.T.A, NGOs and stakeholders of education should provide additional

infrastructure to the school to aid in effective and efficient teaching and learning as well

as other activities.

Policy makers should put up a pension scheme that will offer good expectation

upon the retirement of teachers.

School management board should create an enabling environment that will bring

unity among teaching and non-teaching staff in order to work in a collaborative manner.

School management board should give incentives to subject teachers whose

students perform well in WASSCE.

41
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44
 APPENDICES

TEACHERS’ QUESTIONNAIRES

This research is based on “Influence of Teachers’ Motivation on Students’ Performance

in Mim Senior High Technical School. Please, answer the questions by putting a “tick”

(√) in the bracket and /or giving explanation where necessary. Do not write your name.

Part 1: Demographic information

This part seeks information about you.

What is your gender? Male ( ) Female ( )

How old are you?

a) 25- 35 years ( ) b) 36-45 years ( ) c) more than 46 years ( )

Do you teach students up to form 3 class?

a) Yes ( ) b) No ( )

If yes in (3) above, what was your subjects mean grade at Mim Senior High Technical

School?

a) 1- 4 ( ) b) 4.1- 6.0 ( ) c) 6.1-12 ( )

What is your professional / Academic qualification? PHD ( ) Masters ( ) Graduate ( )

Diploma ( )

How many years of teaching experience do you have? a) 1-5 yrs ( ) b) 6 -10 yrs( ) c) 11-

15yrs ( ) d) 16 yrs ( )

What is your current job group? J ( ) K ( ) M ( ) N ( ) P ( ) Q ( )

For how long have you been in the job group?

a) 1-5 years ( ) b) More than 5 years ( )

How many times have you been promoted?

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a) 1 time ( ) b) 2 times ( ) c) More than 2 times ( ) d) None ( )

How many years of experience did you have as a teacher before attaining your current

job group?

a) 1-5 years ( ) b) More than 5 years ( ) c) None

What position do you aspire for in your long- term career plans?

a) HOD ( ) b) Principal ( ) c) D.E.O ( ) d) P.D.E ( ) e) None ( )

Part 2: Information on factors influencing the motivation of teachers in Mim

Senior High School.

Indicate the level of agreement or disagreement with respect to the statement provided

below by using the following abbreviations

(SA) Strongly agree=5. (A) Agree=4. (U) Undecided=3. (SD) Strongly disagree=1. (D)

Disagree=2

Working conditions

Factors SA A U SD D

i) The school provides breakfast and lunch to teachers

ii) Head teacher gives out clear job description to the

teachers

iii) The school provides houses to teachers.

iv) The school provides teaching /learning resources

v) The academic performance of students is good.

vi) The school is located within easy reach by teachers.

vii)The students are selected with high BECE performance

Viii) The school provides adequate infrastructural facilities.

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Opportunities for professional development

To what extent do you agree or disagree with the following statements on motivation of

teachers?

Factors SA A U SD D

i) The Head teacher offers assistance to enable you

participate in service courses, seminars and workshops

ii) GES uses fair methods and procedures of teacher

promotion.

iii) GES offers opportunities and incentives for further

studies.

iv) The society recognizes your role as a teacher.

Remuneration related factors

To what extent do you agree/disagree with the following statements concerning remuneration

of teachers and motivation?

Factors SA A U SD D

i) The pension scheme in place offers good expectations

upon retirement

ii) The amount of salary is commensurate with the work

load.

iii) The payment of monthly salary is timely

v) The allowances you receive are adequate.

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 vi) The annual salary is adequate and assured.

Part 3: Information on suggestion to improve teachers’ motivation and their influence on

students’ performance in Mim Senior High School.

13.) In your opinion what factors motivate teachers towards good students’ performance

in Mim Senior High School?

i)…………………………………………………………………………………… ii)

……………………………………………………………………………………… iii)

……………………………………………………………………………………… iv)

…………………………………………………………………………………... v)

…………………………………………………………………………………………

In your opinion what factors de-motivate teachers towards good students’ performance in

Mim Senior High School?

i)………………………………………………………………………………………

ii)………………………………………………………………………………………

iii)……………………………………………………………………………………… iv)

………………………………………………………………………………………

What would you recommend as measures to enhance teachers motivation that would

influence students’ performance in Mim Senior High School?

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Thank you for your participation.

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