Abstract:
The study sought to determine the extent to which motivational packages influence
performance of employees in the Ghana Education Service. The research design used
for the study was cross-sectional study. A target population of the study was 50. A set
of questionnaire consisting of both closed and open ended questions were used to
collect data from 50 teachers as respondents. The data collected was based on the
available motivational packages in Ghana Education service. The extent to which
motivational packages influence teachers at Atebubu Amanten Junior High Schools
were examined. The relationship between motivation and teacher performance at
Atebubu Amanten Junior High Schools and the causes of poor performance of teachers
were also looking at in the study. The data collected was analysed using SPSS version
12 and the results were presented using tables, percentages and frequencies. The results
of the study indicated that majority of the respondents were satisfied with the levels of
supervision, in-service training /workshops and planning. Majority however believed
that the community does not give financial assistance and as well the atmosphere in the
school were not conducive enough. It however showed that there was a strong positive
correlation between teachers organisation, in-service, training and teachers satisfaction.
Also majority of the respondents agreed to the effectiveness of achievement,
recognition, responsibility, job security and relations in and their impact on teacher
performance. Again, the results showed that there was a strong relationship between
most extrinsic factors and intrinsic factors. It was also concluded that both intrinsic and
extrinsic motivators are considered important by teachers. The study suggested that
Ghana Education Service should put in place policy statements binding schools
administration to render their unflinching support to teachers.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the
requirements for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018