Viewing Teacher Motivation in the Ghana Education Service through a Postcolonial Lens


  • Inusah Salifu Monash University
  • Joseph Seyram Agbenyega Faculty of Education, Monash University


Teacher motivation, Ghana Education Service, postcolonial theory, postcolonial lens


In recent times, quality teaching has become the focus of many education systems including that of Ghana, and yet little attention has been given to teacher motivation that could ensure quality teaching and improved learning outcomes. Drawing on contemporary literature on issues associated with teacher motivation, this conceptual paper critically examines and analyses the context of teacher motivation and professional practice in the Ghana Education Service. It addresses the questions: What are the working conditions that are causing a lack of motivation among teachers in public pre-tertiary schools in Ghana? How can teacher motivation in the Ghanaian context be analyzed using postcolonial theoretical concepts? It concludes with some recommendations that can lead to improvements in teacher conditions and motivation in Ghana.

Author Biographies

Inusah Salifu, Monash University

Mr. Inusah Salifu is a professional teacher. Currently, he is studying for his PhD at the Faculty of Education, Monash University, Australia. Before enrolling in this program, he had taught English Language and Literature in English at the pre- tertiary level of education in Ghana since 1993. Until August 2011, he had served as an external examiner for the West African Examination Council (WAEC) in English Language. He had also engaged in part time tutoring in Psychological basis of teaching, Sociology of Education and Special Education at the Institute for Educational Development and Extension (IEDE), University of Education, Winneba, Ghana, from 2009 to 2011.

Joseph Seyram Agbenyega, Faculty of Education, Monash University

Dr. Joseph Seyram Agbenyega is a senior lecturer in early childhood and inclusive education at Monash University, Australia. He is also course leader for Masters Programmes in Early Childhood Education. His research interests focus on the improvement of inclusive practices in early childhood and middle years, social inclusion, child development and safety, and teacher professional inquiry.


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How to Cite

Salifu, I., & Agbenyega, J. S. (2013). Viewing Teacher Motivation in the Ghana Education Service through a Postcolonial Lens. Current Issues in Education, 16(3). Retrieved from