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Quality teaching has become the focus of many education systems including that of Ghana, thus far little attention has been given to teachers and their motivation to ensure quality teaching and improve learning outcomes. This conceptual paper critically examines and analyzes the context of teacher motivation and professional practice in the Ghana Education System. The aim for doing this paper is to become less ethnocentric and to not imminently criticize a familiar system, but to find solutions and examine the current issues in the Ghana Education System. The discussions in this topic analysis paper will focus on the historical context of Ghana followed by the conditions that are causing a lack of motivation among teachers in public high schools as well as efforts put in place to address existing challenges. The proceeding will be an explanation of post-colonial theoretical concepts and how they are involved in teaching. The paper concludes with some future directions for improving the conditions of teachers, in order to improve the quality of teachers’ professionalism and motivation in Ghana.
In order to critically analyze and pinpoint the issues of teacher motivation in public high schools in Ghana, it is essential to briefly elaborate and analyze the historical context of Ghana as a post-colonial developing country. A post-colonial developing country in this paper seeks to perceive Ghana as a nation striving to achieve independence from the Western world. According to Boahen (1975), Ghana was once under British colonial rule until 1957 when she earned political independence. Prior to this period, the governance of the Gold Coast (now Ghana) was taken over by the British and ruled through a system called indirect rule (...

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...able both the attraction and retention of people of high academic quality into the teaching profession in Ghana.
This paper has addressed many topical issues relating to teacher motivation in the Ghana Education System. It has identified the historical context of Ghanian Education System and It addressed and answered the questions: What are the working conditions that are causing a lack of motivation among teachers in public high schools in Ghana? How can teacher motivation in the Ghanaian context be analyzed using post-colonial theoretical concepts and it concluded with some recommendations that can lead to improvements in teacher conditions and motivation in Ghana. if teachers are motivated they may feel responsible and committed to their profession. A high sense of responsibility and professional commitment as a result could improve student learning outcomes.

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