Influence Of teacher motivation on the learning behaviour of public senior high School students in Birim Central Municipality

Abstract

This research provides a critical analysis of how teacher motivation affects the learning behaviors of students within Public Senior High Schools in Ghana’s Birim Central Municipality. While internal factors like personality, intelligence, and cognitive styles significantly shape how a student learns, educational stakeholders consistently seek external environmental variables that can be optimized to boost academic success. Among these factors, motivation has emerged as a primary focus of scholarly interest. A recurring issue in this sector is the tendency for educators to attribute poor student performance to inadequate welfare, specifically citing low pay, a lack of staff housing, and insufficient bonuses. To address these concerns, this study employed an explanatory sequential mixed, method approach to evaluate the relationship between these motivational factors and student outcomes. The study surveyed a sample of 185 teachers, selected via simple random sampling from a total population of 343 educators across three public institutions. Data analysis included the testing of two hypotheses at a 5% significance level, utilizing mean scores, standard deviation, and ANOVA.