Improving Teacher Morale and Motivation in Sub-Saharan Africa
Author:
Publisher:
Published: 1993
Total Pages: 40
ISBN-13:
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Author:
Publisher:
Published: 1993
Total Pages: 40
ISBN-13:
DOWNLOAD EBOOKAuthor: Ben Makau
Publisher:
Published: 1994
Total Pages: 30
ISBN-13:
DOWNLOAD EBOOKAuthor: Chisato Tanaka
Publisher:
Published: 2010
Total Pages:
ISBN-13:
DOWNLOAD EBOOKRetaining motivated teachers is a major concern across countries. Ghana, like other Sub- Sahara African countries, has been trying to address challenges, such as the lack of teachers, particularly in rural areas, and the low levels of motivation among them. On the other hand, teachers in developing countries are not necessarily trained and, even if they are, they may not be competent, effective and efficient (Lockheed and Verspoor 1991). Mere enthusiasm and good intentions may not be enough to improve the quality of education. Nevertheless, motivation is necessary, since without it, teachers - especially those facing difficult circumstances - cannot persevere; and, no matter how skilled, without drive, teachers are unable to perform in the long term. As a consequence, without well-motivated teachers, children are less likely to attain the desired level of education. Moreover, if parents/guardians do not believe that education equips their children with the necessary skills and knowledge for a better life, access to and completion of basic education will not increase and government efforts to achieve EFA and the Millennium Development Goals (MDGs) may be in vain. Teacher motivation is not a new area of research. Extensive quantitative and qualitative research has been carried out, especially in the UK and the US, but not in Sub-Saharan Africa. Moreover, in the case of Ghana, most of the research is based on surveys and oneshot interviews and tends to describe why teachers have low job satisfaction and motivation. As working and living conditions for most teachers are challenging, studies into 'motivation' have tended to be superficial. More specifically, little research has been carried out into investigating why some teachers are able to stay motivated in conditions that others do not consider to be conducive to effective practice - or how they are able to manage. In addition, what research has been done has been concentrated in the southern part of the country, which is considered to be better off compared to the northern part according to many gauges. This study has aimed to investigate how basic school teachers" perception of teaching as a career is shaped by social and professional environment in rural Ghana. It has also intended to explore local realities with respect to the policy and its implementation for basic education. One-year field research from 2007 to 2008 was conducted by using a mixedmethods approach in two 'deprived'1 districts - one from the north and the other from the south - which are geographically, socio-culturally, and economically different. The methods of data collection involved survey, ethnographic research, interviews, and teacher focus group discussions. This research echoes previous research findings that physical disadvantages - such as the lack of conducive infrastructure, the shortage of teaching and learning materials, and poor salaries - are factors that contribute to a lower commitment to the profession. However, this research also suggests that two other key stakeholders at micro-level - in addition to the teachers themselves - play a role in teacher motivation. These are: colleague teachers, including head teachers; and the communities in which teachers live and work. Support at this level - both material such as the provision of accommodation and food and nonmaterial like morale support - can not only enhance teachers" well-being and self-esteem but also help them to see their current positions as a part of their goals. On the other hand, at macro-level, local authorities - the main implementers of policies and strategies formulated at central level and of teacher management - are particularly influential, as it affects teachers" long-term vision. They tend to discourage teachers in their operation, mainly due to its organisational culture that teachers perceive neither fair nor rational. With the same reason, strategies put in place to motivate teachers do not always produce the expected outcomes. Moreover, teachers are more likely to be subordinates to the authority even in school management and to feel powerless in the system. Too much emphasis on teacher motivation at school level may overlook the important role of the District Education Offices (DEOs), since teachers" lives are much more related to how the DEO manages them than is the case with similar hierarchical relationships in the West.
Author: Ian G. Halliday
Publisher: Commonwealth Secretarial
Published: 1999-01-01
Total Pages: 34
ISBN-13: 9780850926187
DOWNLOAD EBOOKAll too often the many pressures on their time distract teacher managers from looking closely at the methods employed in their departments. Halliday’s book provides checklists to help them focus on those all-important basics.
Author: Miriam Mason
Publisher: Emerald Group Publishing
Published: 2021-12-13
Total Pages: 232
ISBN-13: 1801175020
DOWNLOAD EBOOKLessons in School Improvement from Sub-Saharan Africa describes the planning, delivery and evaluation of an improvement programme by EducAid. The evaluation showed that children in schools, whose teachers had taken part in the programme, made more progress in literacy, attendance and behaviour than children in control schools.
Author: UNESCO
Publisher: UNESCO Publishing
Published: 2018-10-01
Total Pages: 55
ISBN-13: 9231002619
DOWNLOAD EBOOKAuthor: Paul Bennell
Publisher:
Published: 2007
Total Pages: 92
ISBN-13: 9781861928733
DOWNLOAD EBOOKAuthor: Jim Nesin Omatseye
Publisher: Bloomsbury Publishing USA
Published: 2008-02-28
Total Pages: 253
ISBN-13: 1573567450
DOWNLOAD EBOOKEducational practices vary widely in sub-Saharan Africa, due to political instability, economic pressures, and availability of resources. This volume examines the history, educational philosophies, and current practices of schools in the region, including a special Day in the Life feature that shows readers what an average student's school day is like for that country. All educational levels are covered, from primary through secondary school, and both public and private systems are examined. ; Angola ; Cameroon ; Democratic Republic of Congo ; Ghana ; Ivory Coast ; Kenya ; Nigeria ; South Africa ; Tanzania ; Uganda
Author: Sharon Tao
Publisher: Springer
Published: 2016-04-08
Total Pages: 243
ISBN-13: 1137495456
DOWNLOAD EBOOKA common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.
Author: Yusuf Sayed
Publisher:
Published: 2018
Total Pages:
ISBN-13: 9781474277914
DOWNLOAD EBOOKContinuing Professional Teacher Development in Sub-Saharan Africa explores the prospects that the on-going continuous professional development (CPD) of teachers working in schools offers for meaningful change, particularly towards improving the quality of educational provision for the majority of the continent's children. By reflecting on teacher professional development efforts and their place in broader education reforms, the book highlights the challenges of teacher CPD in these education contexts - contexts strongly shaped by endemic poverty, under-development and social upheaval. The collection draws together examples of innovation and resilience, and the valuing of teachers as critical role players, enabled and empowered through their on-going development as education professionals. The first part of the book contextualises the CPD of teachers in Africa, providing a conceptual framework for a selection of case studies into CPD provision in sub-Saharan countries. Each case study explores a particular area of concern where CPD features as a key strategy towards addressing the challenge with each chapter including a critical assessment of the nature, form and aim of the particular initiative considered; its conceptualisation and design; as well as critical issues that have or are emerged through the process of implementation.