Motivation and Employee Retention in Bagabaga College of Education in Northern Region, Ghana (Published)
High retention of employees has been identified as one of the prerequisites for a consistent development and accomplishment of organizational goals. However, it has been established that employee motivation influences employee retention. Primary aim of this study was to investigate motivation and retention of employees at the Bagabaga College of Education. A sample size of 50 respondents comprising both teaching and non-teaching staff was purposively selected. Data collected was analysed using descriptive statistics. The study found that the most important motivational packages available are salary, promotional opportunities, work environment and security. Amongst these motivational packages, salaries were found to have the greatest effect on retention. The study also found that that there were gender differences in the perception of motivational packages where the male employees valued financial rewards, salaries and promotions, while the female employees were more motivated by security, work relation and work environment. It is therefore recommended that the government should migrate all the staff from the GES payroll to the Tertiary Payroll.
This paper has focused on the three crucial issues of teaching literature among the undergraduate students of Saudi Arabia. First it has explored the selection criteria of the literary texts: which texts are the best at tapping the motivations of the students. This selection is important to create “a highly motivating, amusing and lively lesson” (Hismanoglu, 2005, p. 65). Secondly along with eliciting contexts from the students, the study has reviewed the appropriateness of the major academically established contexts (for example, historical, formal, reader response, postcolonial etc.). It has emphasized that choosing the appropriate context for analysis is vital to avoid Saudi students’ alienation with the “methods and styles which are unorthodox and incomprehensible, when compared to their upbringing” (Springsteen, 2014, p. 11). Since the class room activities are often found “different, sometimes challenging, and often marginalizing” (Shaw, 2009, p. 225), the article has identified some relevant and effective motivational strategies that work in consonance with the students
This study explored the concept of motivational strategies and how it applies to the teaching of primary school mathematics. A number of motivational theories were discussed in the study with regards to how primary school learners can be motivated to want to learn mathematics and such theories included the goal theory, achievement theory, the competency theory, the self-efficacy theory and the general interest theory among others. A number of motivational strategies were also discussed and these included the following: conveying confidence, conveying high aspirations, giving comments, and valuing learners’ tasks. The results of this study indicate that while most teachers concurred that it is important to motivate learners to learn mathematics through the use of motivational teaching strategies, the majority of the same teachers do not seem to be regularly using motivational strategies in the teaching of mathematics. This study also showed that two of the major reasons why primary school mathematics teachers do not regularly use motivational strategies in their teaching are high workloads and large class sizes in their schools. A structured questionnaire was used for data collection.