Barriers to Teacher Motivation for Professional Practice in the Ghana Education Service

Abstract

In Ghana, several education initiatives for promoting the quality of education have excluded the issue of teacher motivation. Well-motivated teachers are likely to be more committed to their profession and this could lead to desirable learning outcomes. This research attempted to identity and analyse what teachers in public pre-tertiary schools in Ghana perceived as barriers to their motivation towards professional practice. Employing mainly a qualitative approach, the research revealed that the sources of frustration and stress in participants' professional practice related to unfavourable conditions of service in the Ghana Education Service. Suggestions for improvement in the conditions of service of teachers in public pre-tertiary schools in Ghana are explored.