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ERIC Number: EJ1047306
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1478-2103
Barriers to Teacher Motivation for Professional Practice in the Ghana Education Service
Salifu, Inusah
Policy Futures in Education, v12 n5 p718-729 2014
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A