Abstract:
The study sought to investigate implications of teacher motivation and academic
performance of students in conflict prone areas. The study used the mixed method
approach, with the research paradigm being pragmatism. The researcher used a
sample size of 120 respondents for the study including headmasters and teachers from
Bawku and Bunkpurugu Senior High School. Questionnaire was administered, as well
as interviews for the quantitative and qualitative data respectively, to the respondents
in these schools. The instruments generated data which were used for data analysis,
which helped to find out the motivational practices for teachers in the two Senior
High Schools in the conflict prone areas of Bawku and Bunkpurugu; to investigate
whether motivational practices for teachers in the two Senior High Schools of the
conflict prone areas of Bawku and Bunkpurugu have implications for students’
academic performance; to find out the motivational strategies that could be used to
motivate teachers in the two Senior High Schools in the conflict prone areas of Bawku
and Bunkpurugu Senior High Schools; and to explore how the motivational strategies
found could be used in the two Senior High Schools in the conflict prone areas of
Bawku and Bunkpurugu to enhance academic performance of students. The major
findings of this research are as follows: Firstly, teachers in conflict prone areas take
the same salaries and allowances as compared to their colleagues in conflict free
areas. These teachers are not provided with risk allowances for keeping their lives at
risk in those areas, no any form of insurance packages for them, as well as no safety
measures and psychological support during and after the conflict. In fact, some of
these teachers have ever been attacked during the conflict, putting the remaining
teacher in a state fear and panic. Secondly, when the conflict occurs, it demotivates
teachers which in turn affect students’ academic performance in those areas. Also,
teacher absenteeism in those areas is as a result of the conflict which in turn
negatively affects students’ academic performance. When teachers in conflict prone
areas are provided with, or given shorter period to qualify for study leave, or provided
with free scholarships by non-governmental agencies such as UNICEF, UNESCO,
MTN and Vodafone among others to teachers in conflict prone areas can motivate
them to stay and work in those areas. As a result, risk allowances, free insurance
packages such as health and fire insurance and life assurance to teachers in conflict
prone areas, and in-service training on how to manage students during conflict can
motivate them to continue to stay and teach in those areas. Finally, motivational
strategies such as fewer years for teachers in conflict prone areas to qualify for study
leave, security facilities, supermarkets on campus to enable them buy things on
campus during conflict, teachers accommodation on campus, extra allowances such as
scholarships for teachers and in those areas are the useful motivational strategies to
motivate teachers in conflict prone areas to increase their input, which in turn enhance
the academic performance of students in those areas.
Description:
A thesis in the Department of Educational Administration and Management Faculty of Educational Studies, submitted to the School of Graduate Studies in partial fulfilment
of the requirement for the award of the degree of Master of Philosophy (Educational Administration and Management) in the University of Education, Winneba
NOVEMBER, 2021