Abstract:
Many studies of job satisfaction and motivation have been conducted in developed
countries, but few in developing ones, including Ghana, in particular in the field of
education. The present study investigates teacher motivation and job satisfaction as
correlate of students’ performance in the Nsawam-Adoagyiri Municipality. The
research sought to explore the correlation between teacher motivation, job satisfaction
and student performance in Senior High Schools. Adopting a positivist perspective, a
descriptive survey was employed to obtain data from a sample size of 112 participants,
who were selected using systematic sampling technique. Descriptive statistical analysis
was applied to the socio-demographic traits of the participants on the research question
one, whilst regression analysis was used to investigate research questions two and three.
Hypothesis one was tested through a Pearson correlation matrix. The present research
findings imply that Nsawam Senior High School and St. Martin’s Senior High School
should consider the relationship between teacher motivation and job satisfaction when
evaluating student academic achievement. Consequently, it is recommended that the
school's administration prioritize the provision of resources and support to foster
teachers' motivation and satisfaction with their work. This should include competitive
salaries and benefits, a secure and comfortable working environment, acknowledgment
and appreciation of their efforts, current teaching materials, modern technology and
tools, and access to professional development programs. Additionally, the school
should promote dialogue and communication between teachers and students, to better
accommodate the latter's needs and facilitate successful teaching. Correlational analysis
provides evidence that teachers' motivation and job satisfaction are positively related
and that job satisfaction may have a modest effect on students' performance. This
analysis hence suggests that while teacher motivation is important, it is only one of the
many factors that can affect students’ performance.
Description:
thesis in the Department of Educational Administration and
Management, Faculty of Educational Studies, Submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
