article · Policy Futures in Education
This research investigated the perceived barriers to teacher motivation for professional practice in public pre-tertiary schools in Ghana. Despite various education initiatives aimed at improving quality, teacher motivation has often been overlooked. Using a qualitative approach, the study found that teachers experienced significant frustration and stress primarily due to unfavourable conditions of service within the Ghana Education Service. The findings suggest that well-motivated teachers are more committed, leading to better learning outcomes. The research also explored potential improvements to these conditions of service to enhance teacher motivation and, consequently, educational quality in Ghana.
Understanding what demotivates teachers is vital because their commitment directly impacts the quality of education and student learning outcomes. Addressing these barriers can lead to a more effective and supportive educational system, benefiting students and the wider community by fostering a better learning environment.
The abstract does not indicate a direct commercialisation pathway for this research. Instead, it focuses on policy recommendations and organisational improvements within the Ghana Education Service to enhance teacher motivation and educational quality.
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In Ghana, several education initiatives for promoting the quality of education have excluded the issue of teacher motivation. Well-motivated teachers are likely to be more committed to their profession and this could lead to desirable learning outcomes. This research attempted to identity and analyse what teachers in public pre-tertiary schools in Ghana perceived as barriers to their motivation towards professional practice. Employing mainly a qualitative approach, the research revealed that the sources of frustration and stress in participants' professional practice related to unfavourable conditions of service in the Ghana Education Service. Suggestions for improvement in the conditions of service of teachers in public pre-tertiary schools in Ghana are explored.
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DOI: 10.2304/pfie.2014.12.5.718
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