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Education, Teaching

Teacher motivation and retention in Ghana: The professional teacher in Africa epub ebook

by Kwabena N Bame

Teacher motivation and retention in Ghana: The professional teacher in Africa epub ebook

Author: Kwabena N Bame
Category: Schools & Teaching
Language: English
Publisher: Ghana Universities Press (1991)
Pages: 212 pages
ISBN: 9964301626
ISBN13: 978-9964301620
Rating: 4.1
Votes: 886
Other formats: txt docx mobi rtf


The field developed in response to a perceived shortage in the education labor market in the 1990s. Teacher attrition is thought to be higher in low income schools and in high need subjects like math, science, and special education.

urban teachers in the metropolis. Number of Qualified Teachers (NQT), Pupil Core Text Book Ratio (PCTBR), Pupil-Desk Ratio. Majority of the teachers joined the service because of the. interest they had in teaching.

29 Bame, Kwabena . Teacher Motivation and Retention in Ghana. The Professional Teacher in Africa (Accra: Ghana Universities Press, 1991), 3; Cati Coe, Dilemmas of Culture in African Schools (Chicago: University of Chicago Press, 2005), 68. 30 See, . Pioneers Must Go to Every School-Hammond, Daily Graphic, 19 February 1962, 1; Let's Turn Out Men Imbued with Loyalty, Ghanaian Times, 22 November 1963, folder 1003, BAA Papers; 1963 Annual Report.

Professional Conditions of Teaching: The professional conditions of teaching also influence teacher motivation .

Professional Conditions of Teaching: The professional conditions of teaching also influence teacher motivation and attrition. Gender equity in teachers’ conditions of employment: Female teachers serve as important role models for students in schools, especially in rural areas, but often face additional challenges and have higher attrition. 6) Providing safe and adequate housing is extremely important for female teachers as well as considering marital/family obligations. 1)(10) Equal pay for male and female teachers is also. important as well as the presence of female administrations and educational leaders.

Teacher Motivation and Retention in Ghana: The Professional Teacher in Africa, Accra: University Press. Job satisfaction among secondary school teachers in Osun State

Teacher Motivation and Retention in Ghana: The Professional Teacher in Africa, Accra: University Press. Bamisaye, E. A. (1998). Job satisfaction among secondary school teachers in Osun State. Nigerian Journal of Educational Administration, 56, 239 – 250. Bennell, . & Akyaempong, K. (2007). Teacher Motivation in Sub-Saharan Africa and South Asia. Department for International Development: Educational Papers, DFID. Brayfield, A. & Rothe, H. F. (1951).

the professional teacher in Africa. Published 1991 by Ghana Universities Press in Accra Places. Published 1991 by Ghana Universities Press in Accra. Education, Job satisfaction, Teacher turnover, Teachers. Includes bibliographical references (p. 199-208) and index. Appendices (p. 146-192) include questionnaire sent to Ghanaian elementary school teachers.

This study ascertained differences in teacher motivation based on sex . Teacher Recruitment, Motivation and Retention at Rural Schools in Namibia

This study ascertained differences in teacher motivation based on sex, age, academic qualification, and years of work experience. This study ascertained differences in teacher motivation based on sex, age, academic qualification, and years of work experience. Teacher Motivation, Professional development of ESL/EFL teachers, Teachers Beliefs. Teacher Recruitment, Motivation and Retention at Rural Schools in Namibia. Teacher motivation is an integral part of the success of the teaching and learning processes.

Teacher retention There is very little information on staff retention in schooling systems in Africa and South Asia. There are five main types of teacher turnover: departures of teachers at the school level, movements of teachers between public and nonstate schools, teacher upgrading, occupational attrition (teachers leaving the profession to take up other jobs), and international migration. There is mounting concern about the migration of teachers from LICs to the United Kingdom and other OECD countries.

Motivation levels appear to be chronically low in Ghana and Zambia. The evidence on motivation trends is more mixed.

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