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Purposive sampling selected 22 respondents including principals, teachers, subject advisors, and teacher union representatives. Face-to-face interviews were analyzed thematically. Results link teachers’ job satisfaction and motivation to inadequate teacher-learner support materials, non-payment of temporary teachers’ salaries, poor access roads, lack of secured accommodation, and poverty plus lack of electricity and running water in some schools. 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Mohammed* and R. Abdulai  \nUniversity for Development Studies, Ghana.  \nAccepted 27 June, 2022  \n\n| ABSTRACT\u003Cbr>This study examines factors affecting teachers’ motivation at secondary schools in the Elliotdale Circuit. The research approach adopted was qualitative. The design used was a case study. The purposive sampling technique was used to select a sample size of twenty-two (22) respondents, which comprised principals, teachers, subject advisors and teacher union representatives. Face-to-face interviews were conducted while data collected were analysed thematically. Findings revealed inadequate teacher-learner support materials in schools, non-payment of temporary teachers’ salaries, lack of access roads to and from schools, lack of secured accommodations for teachers, poverty and lack of electricity and running water in some schools were the factors affecting teachers’ job satisfaction and motivation in the secondary schools. Some recommendations were: School Governing Body to work with the Department of Education to provide schools with adequate teacher-learner support materials, to ensure regular and competitive salaries for teachers, to implement rural allowances for teachers and to provide teachers with secured accommodations, electricity and running water.\u003Cbr>Keywords: Motivation, job dissatisfaction, professionalism, working condition. |\n| --- |\n| *Corresponding author. E-mail: [ssh. mohammed@yahoo.com](ssh. mohammed@yahoo.com). |\n\nINTRODUCTION  \nTeachers play a critical role in nurturing the minds and hearts of the youth in any society as it is a fact that almost every professional is been taught by a teacher (Chireshe and Shumba, 2011) . Teachers in all countries and all education systems are considered to be the most important and the most valuable resource (Kingira and Muammer, 2010) .  \nTo remain functional, to ensure effective teaching and learning and to nurture the minds and hearts of the youth in any society, schools need to increase their teachers’motivation (Kingira and Muammer, 2010) . According to Chireshe and Shumba (2011) , teachers’ high rate of performance, their eagerness to teach efficiently and their efforts towards ensuring a high level of professionalism in the education system are all closely related to their levels of satisfaction and motivation.  \nHowever, there is evidence of teacher dissatisfaction and demotivation in most schools the world over, despite all the importance placed on them as the most valuable resource in the education system in all countries and the  \nmost important agents in the development of learners’minds, hearts and skills in any society.  \nA study conducted in 2005 by the Alliance for Excellence Education (AEE) in the United States of America revealed that on daily basis, teachers leave the teaching profession as a result of poor motivation or in pursuit of better working conditions.  \nFurther evidence, according to Walter (2008) , is that African teachers face tremendous challenges and demotivation, several of which are curriculum-related, poor remuneration, poor leadership, students’ ill-discipline and lack of career advancement. Kingira and Muammer (2010) also present evidence that toward the end of the 1990s; factors that affected teachers’ motivation were classified according to the degree of importance, such as attractive career choices, comparative wages, being praised, favourable working conditions, availability of promotions, the existence of participative decision making leadership style and good manager-staff relations.  \nAfr Educ Res J 212  \nIt is important to highlight that studies on teacher motivation are dominant in Africa, Europe and Asia (Abdulai, 2017; Chireshe and Shumba, 2011; Barbara et al. , 2011; ","cbCaic1arazjGPgf","https://ap.wps.com/l/cbCaic1arazjGPgf","pdf",102016,"English","# Introduction\n## Teachers’ role and the need for motivation\n## Evidence of dissatisfaction and demotivation\n## Research question and study rationale\n## Study context: Elliotdale Circuit","[{\"question\":\"What research method was used to study teachers’ motivation in Elliotdale?\",\"answer\":\"The study used a qualitative approach with a case study design. Data were gathered through face-to-face interviews and analyzed thematically.\"},{\"question\":\"Which factors were found to affect teachers’ motivation and job satisfaction?\",\"answer\":\"Key factors included inadequate teacher-learner support materials, non-payment of temporary teachers’ salaries, lack of access roads, lack of secured accommodation, and poverty with insufficient electricity and running water in some schools.\"},{\"question\":\"What recommendations does the study make to improve teacher motivation?\",\"answer\":\"The School Governing Body should work with the Department of Education to provide adequate support materials, ensure regular competitive salaries, implement rural allowances, and provide secured accommodation plus electricity and running water for teachers.\"}]","Factors affecting secondary schools teachers’ motivation in the Elliotdale Circuit, South Africa | PDF",1792071271]