Using Incentive Policies to Motivate Rural Basic School Teachers in Ghana

Author(s)

Dr. Caixia Sun , Prince Peter Essien ,

Download Full PDF Pages: 27-38 | Views: 509 | Downloads: 104 | DOI: 10.5281/zenodo.5812648

Volume 10 - November 2021 (11)

Abstract

The research is a descriptive study which was aimed at evaluating how incentive policies will motivate and retain rural basic school teachers in Ghana.  One hundred trained teachers in rural basic schools in the Akuapem Municipality of Ghana were selected for the study. This comprised of sixty-four (64) males and thirty-six (36) females. Convenience sampling technique was employed in selecting samples for the study. Questionnaire was the main research instrument employed by the researcher. Besides, all data collected were coded and entered into Statistical Product for Service Solution (SPSS) and the frequencies and percentages generated. The data presented in table 2 indicates that 89% of the respondents claimed that incentive policies are available for rural basic schools teachers. Results from the study in table 3 suggest that a huge percent of the respondents confirmed that limited years to qualify for study leave, provision of training supports, provision of accommodation, support from NGOs and the district assembly, presence of social amenities, recruitment of rural teachers from rural areas and enhancement in community participation in school management can retain teachers in rural areas. In the light of the findings, the following conclusions were drawn. It could be concluded that study leave with pay and retention/professional allowance are the incentive policies available for rural basic schools teachers.

Keywords

Rural Areas, Incentive policy, Teacher attrition, Motivation,Teacher retention  

References

                 i.            Adam, S., D. Adom & Bediako, A. B. (2016). The major factors that influence basic school dropout in rural Ghana: The case of Asunafo South District in the Brong Ahafo Region of Ghana. Journal of Education and Practice, 7(28): 1-8.

      ii.            Adedeji, S. O. & Olaniyan, O. (2011). Improving the conditions of teachers and teaching in rural schools across African countries. Addis Ababa: UNESCO.

    iii.            Agbeko, J. K., (2017. Pre - service teacher training and its challenges: The current situation in Ghana. NUE Journal of International Education Cooperation, 2: 73 - 80.

     iv.            Akyeampong, K. (2012). From student teachers to newly qualified teachers in Ghana: Insights into becoming a teacher. International Journal of Educational Development, 22(3-4): 339-352. Available at: https://doi.org/10.1016/s0738-0593(01) 00059-1.

       v.            Asamoah-Gyimah, K. & Duodu, F. (2007). Introduction to Research Methods in Education. Winneba: IEDE. 

     vi.            Asare-Danso, S., (2014). Effects of educational policies on teacher education in Ghana: A historical study of the Presbyterian college of education. International Journal of Humanities and Social Science, 4(6): 57-65.

   vii.            Creswell, J. W. (2009). Research Design: qualitative quantitative and Mixed Methods approaches (3rd edition). Thousand Oaks, CA: Sage.

 viii.            Darling-Hammond, L. (2013). Keeping good teachers: Why it matters what leaders can do. Educational Leadership, 60(1):6-13.

     ix.            Education for All Global Monitoring Report (2015). Rural schools and the highly qualified teacher provision of No Child Left Behind: A critical policy analysis. Journal of Research in Rural Education, 24(4):1–11.

       x.            Fraenkel, R. J. & Wallen, E. N. (2000). How to design and evaluate research in education (4th ed.). San Francisco: McGraw-Hill.

     xi.            Ghana Education Service (2020). Basic Education Certificate Examination Analysis from 2018-2020. Akupem North Educational Directorate. Akuapem, Ghana.

   xii.            Global Campaign for Education (2012). Work and school related variables in teacher motivation in Gasabo District, Rwanda. Journal of Education and Training, 1(2):262-275.

 xiii.            Ibadin, O.V. (2010). An analysis of teachers’ utilisation in urban and rural secondary schools in mid-western states of Nigeria. 87-92.

 xiv.            Jimerson, L. (2013). The competitive disadvantage: Teacher compensation in rural America (Policy Brief). Washington DC: Rural School and Community Trust.

   xv.            Lowe, J. M. (2016). Rural Education: Attracting and retaining teachers in small schools.The Rural Educator, 27(2):28-32.

 xvi.            Monk, D. H. (2007). Recruiting and retaining high quality teachers in rural areas. The Future of Children, 17(1):155-174.

xvii.            Mulkeen, A. (2016). Teachers for rural schools: A Challenge for Africa (Working Paper). Biennale on Education in Africa (Libreville, March 27-31, 2006). Association for the Development of Education in Africa.

xviii.            World Bank (2014). The World Bank Annual Report 2014. Washington, DC. © World Bank. Available from https://openknowledge.worldbank.org/handle/10986/20093 License: CC BY-NC-ND 3.0 IGO.

 xix.            World Education Forum (2010). Final Report. United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 753. Paris 07 SP, France

Dr. Caixia Sun , Using Incentive Policies to Motivate Rural Basic School Teachers in Ghana, International Journal of Management Sciences and Business Research 11(2021):27-38 DOI: 10.5281/zenodo.5812648