Work Motivation and Job Satisfaction Among Kindergarten Teachers of Public Schools in the Ga East Municipality

Abstract

Motivation for teachers has become an important issue in the modern era given their significant responsibility of imparting knowledge and skills to learners. Early childhood segment of education is aimed at caring for and nourishing all dimensions of life of children to enhance all-inclusive development. The aim of this research was to look at the self-reported motivation and job satisfaction among teachers in public basic school, particularly kindergarten teachers. The study employed a qualitative research approach. A purposive sampling method was used in the selection of kindergarten teachers. Twenty-five participants were engaged for in-depth interviews using interview guides which lasted between 30 to 60 minutes per participant in selected public basic schools in the Ga East Municipality. From the transcription of data collected, the major themes highlighted included the motivational factors, Challenges, satisfaction level and the intentions to remain, change or leave the job. Findings indicated that teachers’ motivation was influenced by both intrinsic and extrinsic factors. All participants were intrinsically motivated however they were dissatisfied with the extrinsic factors. Challenges faced by these teachers included lack of respect and stigmatization from fellow teachers, inadequate TLM`s; lack of recognition/delay promotion, poor learning environment and heavy workload. Majority of the participants had intentions to change from teaching at the kindergarten level to a higher grade or if possible quit if they can secure better job opportunities, yet they still remain on the job. In conclusion, Kindergarten teachers did face enormous challenges that affected their job satisfaction negatively. However, their inner desire and passion towards teaching has motivated them to remain on the job. It is imperative for governments and all stakeholders to consider the peculiar needs of teachers particularly those at the kindergarten level because that is the important stage in every child’s development.