Teacher motivation factors and their effect on the job performance of basic school mathematics teachers in the Awutu Senya West district of the central region of Ghana

Abstract

The purpose of the study was to explore factors determining lower primary mathematics teachers’ motivation and its effect on their job performance in the central region. The research was conducted in the Awutu Senya West District in the Central Region of Ghana. The theoretical framework which underpinned the study was Herzberg’s Two-Factor theory. The research design employed in the study was mixed method. All lower primary school mathematics teachers and headteachers constituted the population of the study. The quota sampling technique was used to select One hundred and sixty-eight (168) lower primary mathematics teachers and seven (7) headteachers from the seven circuits in the District. The study adapted the Minnesota Satisfaction Questionnaire (MSQ) to collect quantitative data on factors contributing to the respondents’ motivational state. Self-developed interview guide and documentary analysis were also used to collect qualitative data. Frequencies, percentages, mean and standard deviation scores were the descriptive statistics employed to analyse aspects of the quantitative data gathered from the respondents. Pearson’s Moment-Product Correlation and Independent-sampled t-test were also used to inferentially analyse the rest of the quantitative data. The qualitative data on the other hand was analysed using thematic analysis. The results show that teachers were motivated intrinsically. A significant and non-significant positive relationship between factors motivating lower primary school mathematics teachers and their job performance were established. This implies that increase in factors motivating teachers is likely to lead to increase their performance at work. Therefore, the study recommends that lower primary Mathematics teachers should be adequately motivated by providing them with attractive incentive packages from the Ghana Education Service and other stockholders through their headteachers to them.