Abstract:
1.1 Background of the Study
Across the world, there is a widespread desire to change the educational system to
meet the new social and technological needs. Teachers are one of the most important
factors in determining the quality of education that children receive (Adeyemo et al.,
2013). It is widely recognized that governments and other stakeholders have the
responsibility of ensuring that teachers perform to the best of their abilities. To
achieve this, governments and school management are required to pay much attention
to a number of factors that have the potential of influencing teachers’ performance
(UNESCO, 2006).
Universally, some organization’s productivity has sky-rocketed as a result of the
organisations’ strategy for motivating their workforce. An organisation which is able
to identify the needs and interests of its workforce is most likely to meet its targets or
even exceed its set targets. Likewise any organisation which is not able to identify the
interests and needs of its labour is most likely not to meet its targets. This is
supported by the thought of Jones (2008) that even with the best strategy in place and
an appropriate organisational structure, yet an organisation will be effective if only its
members are motivated to perform at a high level. Studies have shown that
individuals and organisations that excel in their various fields of operations are
motivated either internally or externally or both. They take inspiration from the
motivation they receive, and the motivation becomes the driving force to achieving
individual and organisational goals (Baldoni, 2005).
Description:
A Dissertation 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
MAY, 2020