Abstract:
The purpose of the study was to explore factors determining lower primary
mathematics teachers’ motivation and its effect on their job performance in the central
region. The research was conducted in the Awutu Senya West District in the Central
Region of Ghana. The theoretical framework which underpinned the study was
Herzberg’s Two-Factor theory. The research design employed in the study was mixed
method. All lower primary school mathematics teachers and headteachers constituted
the population of the study. The quota sampling technique was used to select One
hundred and sixty-eight (168) lower primary mathematics teachers and seven (7)
headteachers from the seven circuits in the District. The study adapted the Minnesota
Satisfaction Questionnaire (MSQ) to collect quantitative data on factors contributing
to the respondents’ motivational state. Self-developed interview guide and
documentary analysis were also used to collect qualitative data. Frequencies,
percentages, mean and standard deviation scores were the descriptive statistics
employed to analyse aspects of the quantitative data gathered from the respondents.
Pearson’s Moment-Product Correlation and Independent-sampled t-test were also
used to inferentially analyse the rest of the quantitative data. The qualitative data on
the other hand was analysed using thematic analysis. The results show that teachers
were motivated intrinsically. A significant and non-significant positive relationship
between factors motivating lower primary school mathematics teachers and their job
performance were established. This implies that increase in factors motivating
teachers is likely to lead to increase their performance at work. Therefore, the study
recommends that lower primary Mathematics teachers should be adequately
motivated by providing them with attractive incentive packages from the Ghana
Education Service and other stockholders through their headteachers to them.
Description:
A THESIS IN THE DEPARTMENT OF BASIC EDUCATION, FACULTY OF
EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF THE DEGREE OF MASTER OF PHILOSPHY IN BASIC EDUCATION
OF THE UNIVERSITY OF EDUCATION, WINNEBA.