This study used both qualitative and quantitative methods to explore the unique motivational factors affecting teachers’ performance among senior high school teachers in the Ghana education service within the Kumasi metropolis. The study employed purposive and simple random sampling techniques in the selection of the senior high schools in the Kumasi metropolis. The target teacher population used in this work was 310 out of which 166 participants was obtained. Data was collected using questionnaires as the main research instruments and analyzed by means of descriptive statistics, namely; frequencies and percentage. The research disclosed that the major cause of low performance of teachers at the senior high schools was as a result of low motivation. The analysis of the research sample identified unique performance factors such as: the absence of “praise” for work well done; the absence of public recognition; and job training and development. Based on the results computation of correlation, it was discovered that, there is a moderate relationship between motivational factors and teacher performance among senior high schools in the Kumasi metropolis, which had an R value of 0.556. The R square value which is 0.309 indicate that there is a model fit. It was also established that; the overall fitness of the model is accepted. The researchers recommended that stakeholder in the education sector should study the three-unique motivational factors that have a great deal of impact of teacher performance and apply it in their school for high teacher output.
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In-Text Citation: (Danquah, Asiamah, & Twumasi, 2019)
To Cite this Article: Danquah, F. O., Asiamah, B. K., & Twumasi, M. A. (2019). The Unique Motivational Factors Affecting Teachers Performance Among Senior High Schools in Kumasi Metropolis. International Journal of Academic Research in Business and Socal Sciences, 9(2), 414–432.
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