Effects of Intrinsic Motivation on Basic School Teachers’ Attitude towards Work in the Bolgatanga Municipality

Alfred Alunga Anovunga and Foster Segnefar Maale
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Alfred Alunga Anovunga: Department of Counselling Psychology, University of Education, Winneba, Ghana
Foster Segnefar Maale: Institute for Distance and e-Learning (IDeL), University of Education, Winneba, Ghana

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 3, 325-331

Abstract: The study explored the effects of intrinsic motivation on basic school teachers’ attitude towards work in the Bolgatanga Municipality of Ghana. The major objective of the study was to assess the level of intrinsic motivation among basic school teachers in the Bolgatanga Municipality and to find out the effects of intrinsic motivation on basic school teachers’ attitude towards work. The survey method was used for the study. Data for the study was collected from eighty (80) sampled Junior High School (JHS) teachers (52.5% males and 47.5% females) in the 50 public basic schools within the Bolgatanga Municipality using purposive and convenient sampling techniques. The Intrinsic Motivation Inventory (IMI) and the Teacher Attitude Inventory (TAI) were modified and used as research instruments for data collection. Pearson Product-Moment Correlation Test was used to establish the relationshipbetween basic school teachers’ intrinsic motivation and attitude towards work. The results revealed that there was a negative and significantly moderate correlation between teachers’ level of intrinsic motivation and their attitude towards work. It was recommended among others that periodic assessments of teachers’ intrinsic motivation towards work should be carried out for the sole purpose of addressing the hindrances that militate against teachers’ intrinsic motivation.

Date: 2021
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