Viewing Teacher Motivation in the Ghana Education Service through a Postcolonial Lens

Autor/inn/en	Salifu, Inusah; Agbenyega, Joseph Seyram
Titel	Viewing Teacher Motivation in the Ghana Education Service through a Postcolonial Lens
Quelle	In: Current Issues in Education, 16 (2013) 3, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	Foreign Countries; Teacher Motivation; Teacher Effectiveness; Work Environment; Outcomes of Education; Cultural Context; Educational Improvement; Teaching Conditions; Educational History; Foreign Policy; Educational Practices; Awards; Professional Recognition; Teacher Salaries; Faculty Promotion; Creativity; Professional Identity; Teacher Role; Elementary School Teachers; Secondary School Students; Job Satisfaction; Ghana + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Arbeitsmilieu; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Lehrbedingungen; Unterrichtsbedingungen; History of education; Bildungsgeschichte; Außenpolitik; Bildungspraxis; Award; Auszeichnung; Lehrerbesoldung; Lehrervergütung; Kreativität; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	In recent times, quality teaching has become the focus of many education systems including that of Ghana, and yet little attention has been given to teacher motivation that could ensure quality teaching and improved learning outcomes. Drawing on contemporary literature on issues associated with teacher motivation, this conceptual paper critically examines and analyses the context of teacher motivation and professional practice in the Ghana Education Service. It addresses the questions: What are the working conditions that are causing a lack of motivation among teachers in public pre-tertiary schools in Ghana? How can teacher motivation in the Ghanaian context be analyzed using postcolonial theoretical concepts? It concludes with some recommendations that can lead to improvements in teacher conditions and motivation in Ghana. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10