Exploring the drivers of teacher professionalism in Ghana

Abstract

This research aimed to explore the working conditions teachers in the Ghana Education Service perceived as motivators in their professional practice. The research used mainly a qualitative approach and three focus groups of five members: each were organised with teacher participants drawn from the Ashanti Region purposively selected. The research revealed that the sources of motivation in the participants’ professional practice related to selfless and internal factors rather than external factors. The research concluded that since not all teachers were selflessly and internally motivated, there was the need for the government to do more to improve teachers’ working conditions so as to motivate those that were externally motivated.