The effects of motivation on academic performance of basic school teachers in the Kumasi Metropolis, a case of Holy Rosary Catholic School, Suame

Abstract

1.1 Background of the Study Across the world, there is a widespread desire to change the educational system to meet the new social and technological needs. Teachers are one of the most important factors in determining the quality of education that children receive (Adeyemo et al., 2013). It is widely recognized that governments and other stakeholders have the responsibility of ensuring that teachers perform to the best of their abilities. To achieve this, governments and school management are required to pay much attention to a number of factors that have the potential of influencing teachers’ performance (UNESCO, 2006). Universally, some organization’s productivity has sky-rocketed as a result of the organisations’ strategy for motivating their workforce. An organisation which is able to identify the needs and interests of its workforce is most likely to meet its targets or even exceed its set targets. Likewise any organisation which is not able to identify the interests and needs of its labour is most likely not to meet its targets. This is supported by the thought of Jones (2008) that even with the best strategy in place and an appropriate organisational structure, yet an organisation will be effective if only its members are motivated to perform at a high level. Studies have shown that individuals and organisations that excel in their various fields of operations are motivated either internally or externally or both. They take inspiration from the motivation they receive, and the motivation becomes the driving force to achieving individual and organisational goals (Baldoni, 2005).