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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/7553

Title: The effect of motivation on Teachers’ work performance in public Senior High Schools in the Sekyere South District
Authors: Oppong, Isaac Kofi
Issue Date: 13-Jul-2015
Abstract: This study was conducted to establish the effects motivation has on teachers’ work performance in public Senior High Schools in the Sekyere South District of the Ashanti Region. A cross-sectional design which employed quantitative techniques of datacollection and analysis isutilized. Two hundred and thirty two (232) teachers were sampled for the study. Quantitative data was collected through structured questionnaire that was designed by researcher for the study. Basic descriptive statistics such as frequencies,percentages and means were used in the univariate analysis. Bivariate analysis using chi-square test of independence was conducted to determine the relationship between motivation and work performance. The effect of motivation on teachers’ performance was determined by the selection of a mulitivariate which utilized a; Direct logistic regression model. The relationship between class size and teachers’ performance revealed a non-signification relationship between class size and teachers performance (χ2= 6.845, p = .144).School environment was also non-significantly related to teachers’ performance (χ2= 0.103, p = .749, phi = -0.020). The Direct logistic regression analysis revealed that non-cash incentive, cash incentive, school environment and class size put together, has an effect on teachers’ performance. These factors, however,did not independently predict (p> 0.05) good performance of teachers. Teachers with small class size (i.e. between 40 – 49 students) were however 2 times more likely (OR= 2.73) to perform better than those with large class sizes. The odds’ of performing better was also high among teachers whose school environment was conducive and who benefited from non-cash incentives. The study concludes that a strategic mix of cash and non-cash incentives is required on a sustained basis for teachers’ motivation and increased performance.
Description: A Thesis Submitted to the Department of Sociology and Social Work, Kwame Nkrumah University of Science and Technology in partial fulfilment of the requirements for the degree of Master of Arts in Sociology, 2015
URI: http://hdl.handle.net/123456789/7553
Appears in Collections:College of Arts and Social Sciences

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