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|Title: ||Investigating the socio-economic effects of the single spine salary structure on teachers.|
|Authors: ||Dauda, Lawal|
|Issue Date: ||21-Jul-2014|
|Abstract: ||The low or uncompetitive salary and incentives to teachers is a major contributory factor to the abysmally poor learning achievements of primary and secondary students. Prior to the introduction of the single spine salary structure (SSSS), the Ghana Public Service have been operating over one hundred separate salary structures. The SSSS policy seeks to ensure that the public sector remuneration structure is rational, equitable, transparent and sustainable.
Essentially, the policy involves placement of all public sector employees listed in Article 190 of the 1992 Constitution on unified salary structure known as single spine salary structure.
A total of one hundred and sixty-five respondents were surveyed for this study. The cluster sampling technique was adopted and data collected with a structured questionnaire. The data collected was analyzed with SPSS. The study revealed that teachers lacked understanding of the policy on Single Spine Salary Structure. It also concluded that teachers are not getting the best out of the new policy introduced as compared to other professionals. Lack of motivation and job satisfaction are the main factors that hinder the social, economic and job performance of teachers. It is therefore recommended that the government, through the Ministry of Education takes a critical look at teacher remuneration and other incentive packages in order promote teachers’ recruitment and retention. It can also be concluded that, teaching even though is experiencing a remuneration problem, it is still appealing to most young people and that the most significant factor that affected both teacher recruitment and retention was employee remuneration.|
|Description: ||A thesis submitted to Kwame Nkrumah University of Science and Technology in partial fulfillment of the requirements for the degree of
Masters of Business Administration
Human Resource, 2014|
|Appears in Collections:||College of Arts and Social Sciences|
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