Unleashing Teacher Potential: Examining Motivation in West Akim Municipality’s Public Primary Schools, Ghana.

Abstract

This study investigates the impact of motivational provisions on the performance of public basic school teachers and evaluates the influence of the school environment in West Akim Municipality, Ghana. Employing a positivist stance and quantitative research methodologies, the research addresses persistent challenges faced by teachers, such as the absence of structured motivational benefits and suboptimal working conditions. Utilizing a cross-sectional survey research design, the study comprehensively explores the dynamic relationship between motivation and teacher performance. The target population consists of 953 teachers in public basic schools across eight circuits, with a sample size of 238 teachers selected through simple random sampling, ensuring a 65 percent response rate. Data collection involves a carefully designed questionnaire administered by the researcher, prioritizing confidentiality and clear communication of the study’s purpose. Validity and reliability are enhanced through quantitative research paradigms supported by SPSS software version 22. A crucial finding reveals that schools in West Akim Municipality do not allocate any budget for teacher allowances. Identified deficiencies in staff common rooms, security concerns, and sanitation issues underscore the need for improved infrastructure and safety measures within school premises. Recommendations include the allocation of a dedicated budget for teacher allowances, encompassing meetings, transportation, overtime, and other relevant aspects. Additionally, enhancing common areas for teachers and prioritizing investments in security measures within school premises are emphasized to cultivate a positive working environment and foster collaboration among teachers.