Abstract:
The study sought to investigate the factors that affect motivation and job satisfaction among
teachers in basic schools in Ghana by taking Wenchi Municipal as a case study. The design
used for the investigation was the descriptive survey. The total sample of 72 teachers out
of a population of 144 were used to respond to questionnaire which was the instrument
used for data collection. Stratified random sampling was used to select schools and
respondents. Percentages and means were used to analyse data collected. The study
identified nine broad factors that affect motivation and measured the levels of teacher
satisfaction in respect to these factors. The findings of the study revealed that teachers were
generally satisfied with opportunity for further studies, supervision/leadership style,
relationship issues, while they indicated dissatisfaction in the areas such as; monetary
considerations, infrastructure and equipment, promotion issues, scholarships, induction
and parental support. On the other hand, most of them indicated neutral satisfaction on
BECE results, resources/aids available and new skills in the field of teachings. Lastly,
teachers indicated that they perform their duties; their students are very active in classroom
and outside classroom activities. The study concluded that if current state of dissatisfaction
continues to prevail among teachers, the provision of quality education in Wenchi will not
achieve the desired BECE results. The study therefore recommended at the earliest possible
time the government should formulate policies to address the teachers’ needs in Wenchi
and Ghana as a whole.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the requirements
for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018