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

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International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue III, March 2021 | ISSN 2454–6186

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

Alfred Alunga Anovunga1, Foster Segnefar Maale2,
1Department of Counselling Psychology, University of Education, Winneba, Ghana
2Institute for Distance and e-Learning (IDeL), University of Education, Winneba, Ghana

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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 relationship between 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.

Keywords: Intrinsic motivation, work attitude, basic school teachers, performance, and job satisfaction

I. INTRODUCTION
The impact of intrinsic motivation on work attitude, creativity and innovation continues to be highlighted in numerous facets of life and work and yet has received comparatively less investigation on its effects on teachers and their approach to work (Fischer, Malycha, & Schafmann, 2019; Boamah, 2014). Parvez & Shakir (2013) argue that although teachers are fundamentally the foundation and pillar of any country’s prosperity due to their critical role as nation builders, it is only possibly unparalleled and achievable if teachers have positive attitude towards their teaching work. Thus, the most significant factor in the educational system, which is the quality of the teachers who impart knowledge, suggests that teachers ought to be excellent, efficient, and have positive attitude towards work (Cheng, Mukhopadhyay & Williams, 2019; Parvez & Shakir, 2013).