Relationship between Headteachers’ Motivational Strategies and Teachers’ Job Performance in Selected Public Basic Schools in Ablekuma Central Municipality, Ghana

Abstract

Motivation has been used to encourage teachers as well as to enhance job performance in the public basic schools. Although research on motivation is extensive, few researchers have examined the relationship between headteachers’ motivational strategies and teachers job performance. The purpose of this study was to determine the relationship between the two variables in public basic schools in Ablekuma Central Municipality. The study was anchored on the Herzberg, Mausner and Snyderman’s Two-Factor Theory of Motivation propounded in 1959. It employed a descriptive survey research design and sampled 212 teachers from the public basic schools using stratified random sampling technique. A closed-ended questionnaire with an overall Cronbach’s Alpha value of 0.775. was used to collect data. The sample size was two hundred and twelve (212) teachers selected. Data was analysed using, mean, standard deviation, and Pearson’s correlation. The study revealed that interpersonal relationships and professional development were the strongest motivators for teachers, followed closely by recognition and a conducive work environment. Also, it emerged that the teacher respondents exhibited a high level of professionalism and dedication, with particularly strong performance in attendance, punctuality, collaboration, and student engagement. Additionally, there existed a significant positive relationship between motivation and job performance. The study concluded, among others, that teacher job performance remained high despite variations in the effectiveness of headteachers’ motivational strategies. This suggests that, although motivation plays a crucial role, other intrinsic and extrinsic factors contribute to teachers’ commitment and efficiency. To sustain and further enhance teacher performance, it is recommended that the headteachers in the Municipality should foster a supportive and engaging work environment that values teacher contributions, encourages creativity, and promotes collaboration in decision-making processes.