Teachers are motivated by a variety of variables while they carry out their employment. However, the expected impact on teacher motivation has not been achieved as a result of the economic reasons. Numerous studies have demonstrated that social elements, such as satisfying interpersonal interactions, can spur people to pursue and accomplish a goal. But there has been a lot of silence over how this varies by gender. This made it necessary to conduct research to determine how interpersonal interactions (IR), specifically those between teachers and students, teachers and other teachers, and teachers and heads of schools in Ghana's Upper East Region (UER), affected teachers' motivation. A cross-sectional survey study design was used, and the data collection process used a mixed technique approach. Teachers at pre-tertiary institutions in UER in Ghana are the target demographic. 831 female and 1,719 male instructors from the area made up the sample. The data was gathered using a teacher motivation scale comprising 4 Likert scale questions and an interview schedule for focus group discussions. The findings demonstrated that interpersonal interactions at school (TP, TT, and TH) influence how instructors in pre-tertiary institutions in Ghana's Upper East Region (UER) carry out their duties, with TT offering the greatest incentive and TH the least. Although IR generally has no association with gender, Pearson's chi-square study revealed that TT as a teacher motivator is associated to gender. To encourage male and female teachers to fulfil their jobs, it is important to foster positive interpersonal interactions at pre-tertiary institutions. Being able to establish close relationships with one's co-workers is key to enjoying one's job as a teacher. Therefore, it is crucial that educators work hard to cultivate good relationships with their colleagues. Received: 12 August 2022 / Accepted: 29 December 2022 / Published: 5 January 2023
Teachers feel their work is becoming increasingly stressful and their status is falling leading to less job satisfaction with a concomitant loss in motivation. This study sought to find out in quantitative terms, the amount of motivation that the intrinsic and extrinsic socio-economic factors make to teacher motivation. The research design employed for this research is quasi-experimental. Two thousand and ninety-eight (2,098) teachers were selected from the Upper East Region of Ghana. Both quantitative and qualitative data was collected. The results showed that intrinsic and extrinsic socio-economic factors do motivate teachers in the execution of their work. However, not a strong association exist between teacher motivation and the intrinsic and extrinsic socio-economic variables. Not much of teacher motivation depends on socio-economic factors. Per the findings of the study, the association between the degree of motivation that teachers receive from the intrinsic and extrinsic socio-economic factors, M€, and the percentage of respondents that claim they are motivated by the factors, f€, could be represented by the polynomial relation, M€ = µ3(f€)3 - µ2(f€)2 + µ1(f€) - µ0. Intrinsic and extrinsic (socio-economic) factors cannot sustain the motivation of teachers permanently, even though the lack of them will lead to demotivation of teachers.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.