Teacher motivation and academic performance of students in conflict-prone areas the case of Bawku and Bunkpurugu Senior High Schools

Abstract

The study sought to investigate implications of teacher motivation and academic performance of students in conflict prone areas. The study used the mixed method approach, with the research paradigm being pragmatism. The researcher used a sample size of 120 respondents for the study including headmasters and teachers from Bawku and Bunkpurugu Senior High School. Questionnaire was administered, as well as interviews for the quantitative and qualitative data respectively, to the respondents in these schools. The instruments generated data which were used for data analysis, which helped to find out the motivational practices for teachers in the two Senior High Schools in the conflict prone areas of Bawku and Bunkpurugu; to investigate whether motivational practices for teachers in the two Senior High Schools of the conflict prone areas of Bawku and Bunkpurugu have implications for students’ academic performance; to find out the motivational strategies that could be used to motivate teachers in the two Senior High Schools in the conflict prone areas of Bawku and Bunkpurugu Senior High Schools; and to explore how the motivational strategies found could be used in the two Senior High Schools in the conflict prone areas of Bawku and Bunkpurugu to enhance academic performance of students. The major findings of this research are as follows: Firstly, teachers in conflict prone areas take the same salaries and allowances as compared to their colleagues in conflict free areas. These teachers are not provided with risk allowances for keeping their lives at risk in those areas, no any form of insurance packages for them, as well as no safety measures and psychological support during and after the conflict. In fact, some of these teachers have ever been attacked during the conflict, putting the remaining teacher in a state fear and panic. Secondly, when the conflict occurs, it demotivates teachers which in turn affect students’ academic performance in those areas. Also, teacher absenteeism in those areas is as a result of the conflict which in turn negatively affects students’ academic performance. When teachers in conflict prone areas are provided with, or given shorter period to qualify for study leave, or provided with free scholarships by non-governmental agencies such as UNICEF, UNESCO, MTN and Vodafone among others to teachers in conflict prone areas can motivate them to stay and work in those areas. As a result, risk allowances, free insurance packages such as health and fire insurance and life assurance to teachers in conflict prone areas, and in-service training on how to manage students during conflict can motivate them to continue to stay and teach in those areas. Finally, motivational strategies such as fewer years for teachers in conflict prone areas to qualify for study leave, security facilities, supermarkets on campus to enable them buy things on campus during conflict, teachers accommodation on campus, extra allowances such as scholarships for teachers and in those areas are the useful motivational strategies to motivate teachers in conflict prone areas to increase their input, which in turn enhance the academic performance of students in those areas.