http://41.74.91.244:8080/handle/123456789/26 2026-04-04T12:36:54Z http://41.74.91.244:8080/handle/123456789/536 Exploring the drivers of teacher professionalism in Ghana Salifu I. This research aimed to explore the working conditions teachers in the Ghana Education Service perceived as motivators in their professional practice. The research used mainly a qualitative approach and three focus groups of five members: each were organised with teacher participants drawn from the Ashanti Region purposively selected. The research revealed that the sources of motivation in the participants� professional practice related to selfless and internal factors rather than external factors. The research concluded that since not all teachers were selflessly and internally motivated, there was the need for the government to do more to improve teachers� working conditions so as to motivate those that were externally motivated. � 2015 Taylor & Francis. Salifu, I., Department of Educational Administration and Management, University of Education, Winneba, Ghana 2015-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/351 School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana Cobbinah J.E.; Eshun E.S. Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools� and students� academic performance. This article examines teachers� understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to basic schools in Ghana. Interview data were gathered from teachers and headteachers to ascertain their perspectives on the application of school self-evaluation and any support systems that may be available in schools. The results show that schools have their own ways of evaluating performance, and school self-evaluation is not used as a tool to evaluate the school�s performance. It became evident that teachers do not have in-depth knowledge about school self-evaluation. The teachers agreed that authorities must organize training workshops for them to enhance their understanding and usage of school self-evaluation to improve performance in their schools. � The Author(s) 2021. Cobbinah, J.E., University of Ghana, Accra, Ghana; Eshun, E.S., University of Education, Winneba, Ghana 2021-01-01T00:00:00Z