Abstract
Promotion is a key determinant of employee advancement on the organizational ladder. However, in the Ghana Education Service, there are several reports of irregularities in the process which make the promotion less of a merit-based mechanism. The purpose of this study, therefore, was to examine teachers’ perception of fairness in the promotion process and how that affects their willingness to stay in the Service and teach effectively. Using a descriptive survey involving both close-ended and open-ended questions, the opinions and experiences of 342 randomly sampled teachers in the Ejisu-Juaben Municipality were examined using correlations and binary logistic regressions as well as thematic analysis. The results show that fairness in the promotion process was a significant contributor to teacher retention and effective teaching. However, the process is tainted with favoritism and partiality. Governments should, therefore, not be interested in incentivization only as a retention strategy but also come out with strategies aimed at ensuring transparency in the promotion process to make it a performance-based mechanism that sieves and preserves best talents.
Highlights
All over the world, education is recognized as a key component for effective development (The Schwab Foundation, 2017)
This study focused on making the promotion and its process attractive and transparent respectively but did not determine the relationship between the promotion process and teacher attrition or retention
The study concludes that the promotion process in the Ghana Education Service is tainted with favoritism which makes it less of a merit-based mechanism of advancing the course of excellence
Summary
Education is recognized as a key component for effective development (The Schwab Foundation, 2017). As part of its educational objective in relation to the sustainable development goal No. (SDG$), Ghana is implementing free education for all her citizens up to secondary school level (National Development Planning Commission, 2015). This is to attain equal access for all students irrespective of their financial background (Government of Ghana, 2008). This must take place at the pre-tertiary level where the teacher is the hub around which access and quality meet It is for this reason that all efforts must be put in place to obtain adequate and stable, well-motivated teachers to be able to build strong educational foundations in pupils and students at the pre-tertiary levels
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