Frequency Table

Gender of respondents Frequency Valid Male Female Total 49 17 66 Percent 74.2 25.8 100.0 Valid Percent 74.2 25.8 100.0 Cumulative Percent 74.2 100.0

The table above indicates that 49 (74.2%) of the respondents were males with the remaining seventeen (17) representing 25.8% being females. This clearly shows that there are more males teachers in GHANASS than female teachers.
Age of respondents Frequency Valid 21 - 30 31 - 40 41 - 50 51 and above Total 25 25 5 11 66 Percent 37.9 37.9 7.6 16.7 100.0 Valid Percent 37.9 37.9 7.6 16.7 100.0 Cumulative Percent 37.9 75.8 83.3 100.0

The table above reports that 25 (37.9%) respondents each respectively fell in the 21 30 and 31 40 age brackets. 5 (7.6%) and 11 (16.7%) respectively also fell in the 41 50 and 51 and above age brackets. From the above it means that there are relatively young teachers at GHANASS.
Educational background of respondents Frequency Valid Degree Post graduate Total 53 13 66 Percent 80.3 19.7 100.0 Valid Percent 80.3 19.7 100.0 Cumulative Percent 80.3 100.0

It can be seen from the table above that 53 (80.3%) of the respondents have first degree as their highest qualification with the remaining 13 (19.7%) having attained a postgraduate certificate.

How long have you worked for the institution? Frequency Valid Below 3yrs 4 - 6 yrs 7 - 9yrs 10 yrs and above Total 35 12 2 17 66 Percent 53.0 18.2 3.0 25.8 100.0 Valid Percent 53.0 18.2 3.0 25.8 100.0 Cumulative Percent 53.0 71.2 74.2 100.0

The table above shows that 35 (53%) of the respondents have spent less than three (3) years in the school, 17 (25.8%) ten years and above and 12 (18.2%) spending 4 6 years in the school. It can be inferred that there are relatively new teachers in the school since about half of them have spent less than three (3) years in the school.
Job satisfaction Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 5 30 16 13 2 66 Percent 7.6 45.5 24.2 19.7 3.0 100.0 Valid Percent 7.6 45.5 24.2 19.7 3.0 100.0 Cumulative Percent 7.6 53.0 77.3 97.0 100.0

The table above indicates that 5 (7.6%) and 30 (45.5%) of the respondents respectively said they strongly agree and agree that they are satisfied with their current job. 13 (19.7%) and 2 (3%) respectively disagreed and strongly disagreed with the assertion that they are satisfied with their job. The remaining 16 (24.2%) were indecisive. From the above it therefore means that it is just slightly above half of the respondents who are at least satisfied with their jobs. A probable reason for those who disagreed will be that they are not made to teach the subject of their specialization or they mistakenly entered the teaching as a last resort.
Full appreciation of ones work Frequency Valid Strongly agree Agree Neutral 8 29 19 Percent 12.1 43.9 28.8 Valid Percent 12.1 43.9 28.8 Cumulative Percent 12.1 56.1 84.8

Disagree Strongly disagree Total

6 4 66

9.1 6.1 100.0

9.1 6.1 100.0

93.9 100.0

The table above reports that 8 (12.1%) and 29 (43.9%) of the respondents respectively said they strongly agree and agree that their works are fully appreciated by some other people. 19 (28.8%) of them were neutral, 6 (9.1%) disagreed with the remaining 4 strongly disagreeing that people fully appreciates the kind of work that they are doing.
Good food Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 5 19 26 10 6 66 Percent 7.6 28.8 39.4 15.2 9.1 100.0 Valid Percent 7.6 28.8 39.4 15.2 9.1 100.0 Cumulative Percent 7.6 36.4 75.8 90.9 100.0

It can be seen from the table above that 5 (7.6) and 19 (28.8%) of the people used in the study respectively strongly agree and agree that they are given good food. 10 (15.2%) said they disagreed, 6 (9.1%) strongly disagreed with quite a number of them representing 39.4% being neutral. From the above it can be concluded that teachers at GHANASS are not given the best of foods.

Conducive working conditions Frequency Valid Strongly agree Agree Neutral Disagree Total 12 31 12 11 66 Percent 18.2 47.0 18.2 16.7 100.0 Valid Percent 18.2 47.0 18.2 16.7 100.0 Cumulative Percent 18.2 65.2 83.3 100.0

The table above shows that 12 (18.2%) and 31 (47%) of the respondents respectively said they strongly agreed and agreed that they are working under conducive conditions. 12 (18.2%) were neutral with the remaining 11 (16.7%) disagreeing that they are currently working under conducive conditions. The above shows that the conditions under which teachers work at GHANASS is not all that bad.
Sponsored conference/workshop Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 7 18 18 13 10 66 Percent 10.6 27.3 27.3 19.7 15.2 100.0 Valid Percent 10.6 27.3 27.3 19.7 15.2 100.0 Cumulative Percent 10.6 37.9 65.2 84.8 100.0

The table above reports that 7 (10.6%) and 18 (27.3%) of the respondents respectively said they strongly agree and agree that the school sponsors them to attend workshops and conferences. 13 (19.7%) disagreed, 10 (15.2%) strongly disagreed with the remaining 18 (27.3%) being neutral. The above clearly shows that teachers at GHANASS are not sponsored to attend conferences and workshops.

Interesting work Frequency Valid Strongly agree Agree Neutral Disagree Total 1 35 17 13 66 Percent 1.5 53.0 25.8 19.7 100.0 Valid Percent 1.5 53.0 25.8 19.7 100.0 Cumulative Percent 1.5 54.5 80.3 100.0

It can be seen from the table above that 1 (1.5%) and 35 (53%) of the respondents respectively said they strongly agree and agree that teaching is an interesting work. 17 (25.8%) were neutral

with the remaining 13 (19.7%) disagreeing that teaching is an interesting profession.

Job security Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 9 29 13 12 3 66 Percent 13.6 43.9 19.7 18.2 4.5 100.0 Valid Percent 13.6 43.9 19.7 18.2 4.5 100.0 Cumulative Percent 13.6 57.6 77.3 95.5 100.0

From the table above it can be seen that 9 (13.6%) and 29 (43.9%) of the respondents respectively strongly agreed and agreed that they feel secured about the jobs that they are doing. Twelve (12) and three (3) people respectively representing 18.2% and 4.5% disagreed and strongly disagreed that they are secured at the job. The remaining 13 (19.7%) were neutral.
Prospects for promotion Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 7 32 24 2 1 66 Percent 10.6 48.5 36.4 3.0 1.5 100.0 Valid Percent 10.6 48.5 36.4 3.0 1.5 100.0 Cumulative Percent 10.6 59.1 95.5 98.5 100.0

It can be seen from the table above that 7 (10.6%) and 32 (48.5%) of the respondents respectively strongly agreed and agreed that the prospect for promotion in the school is good. 24 (36.4%) of them were neutral, 2 (3.0%) disagreed with the last person strongly disagreeing to the assertion that the prospects for promotion are high in the school.
Sympathetic help with personal problem Frequency Valid Strongly agree Agree 5 16 Percent 7.6 24.2 Valid Percent 7.6 24.2 Cumulative Percent 7.6 31.8

Neutral Disagree Strongly disagree Total

27 12 6 66

40.9 18.2 9.1 100.0

40.9 18.2 9.1 100.0

72.7 90.9 100.0

The table above reports that 5 (7.6%) and 16 (24.2%) of the respondents respectively strongly agreed and agreed that they receive sympathetic help on personal issues from the school. 27 (40.9%) were neutral on this, 12 (18.2%) disagreed with the remaining 6 (9.1%) strongly disagreeing. This clearly shows that the teachers do not usually receive personal helps from the school as they expect.
Good welfare scheme for works Frequency Valid Strongly agree Agree Neutral Disagree Total 5 20 25 16 66 Percent 7.6 30.3 37.9 24.2 100.0 Valid Percent 7.6 30.3 37.9 24.2 100.0 Cumulative Percent 7.6 37.9 75.8 100.0

The table above shows that 5 (7.6%) and 20 (30.3%) of the respondents respectively strongly agreed and agreed that there is a good welfare scheme for them. Quite a sizeable number of 25 (37.9%) said they are neutral with the remaining 16 (24.2%) disagreeing that there exist a good welfare scheme for them. From the above it can be concluded that there exist a welfare scheme but may be it will be limited in terms of membership.
Free education Frequency Valid Agree Neutral Disagree Strongly disagree Total 3 8 13 42 66 Percent 4.5 12.1 19.7 63.6 100.0 Valid Percent 4.5 12.1 19.7 63.6 100.0 Cumulative Percent 4.5 16.7 36.4 100.0

The table above reports that 43 (63.6%) and 13 (19.7%) of the respondents respectively strongly

disagreed and disagreed that their wards free education. Eight (8) of them were neutral with the remaining three (3) of them agreeing. This clearly shows that there is no free education at GHANASS for teachers children.
Fringe benefits Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 5 9 18 19 15 66 Percent 7.6 13.6 27.3 28.8 22.7 100.0 Valid Percent 7.6 13.6 27.3 28.8 22.7 100.0 Cumulative Percent 7.6 21.2 48.5 77.3 100.0

It can be seen from the table above that 19 (28.8%) and 15 (22.7%) of the respondents respectively disagreed and strongly disagreed with the assertion that they enjoyed some fringe benefits. 5 (7.6%) strongly agreed that they enjoyed fringe benefits, 9 (13.6%) agreed with the remaining 18 (27.3) being neutral. The result clearly shows that the teachers at GHANASS do not enjoyed any fringed benefits.
Friendly relationships Frequency Valid Strongly agree Agree Neutral Disagree Total 15 37 9 5 66 Percent 22.7 56.1 13.6 7.6 100.0 Valid Percent 22.7 56.1 13.6 7.6 100.0 Cumulative Percent 22.7 78.8 92.4 100.0

The table above reports that 15 (22.7%) and 37 (56.1%) of the respondents respectively strongly agreed and agreed that there exist friendly relationship among the teaching staff. 5 (7.6%) disagreed that there exist friendly relationship among the teachers with the remaining nine (9) being neutral. The result in the table above reveals that their level of friendliness among the teachers.
Feedback about performance

Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 4 27 29 5 1 66

Percent 6.1 40.9 43.9 7.6 1.5 100.0

Valid Percent 6.1 40.9 43.9 7.6 1.5 100.0

Cumulative Percent 6.1 47.0 90.9 98.5 100.0

It can be seen from the table above that 4 (6.1) and 27 (40.9%) of the people used in the study respectively strongly agreed and agreed to the assertion that they are given a feedback about their performance. Three (3) disagreed with quite a sizeable number of 29 (43.9%) being neutral. The meaning of this result is that the performance of the various teachers is not relayed to them at GHANASS.
Do you have needs Frequency Valid Yes No Total 61 5 66 Percent 92.4 7.6 100.0 Valid Percent 92.4 7.6 100.0 Cumulative Percent 92.4 100.0

The table above shows that as many as 61 (92.4) of the respondents said they have needs with the remaining 5 (7.6%) saying no.
Are you satisfied about how workers are motivated in the school Frequency Valid Yes No Total 7 59 66 Percent 10.6 89.4 100.0 Valid Percent 10.6 89.4 100.0 Cumulative Percent 10.6 100.0

The table above reveals that as many as 59 (89.4%) of the respondents responded in the negative when they were asked whether they were satisfied with how workers are motivated in the school. Seven (7) of them representing 10.6% responded in the affirmative when they were asked the same question. It results above completely shows that workers at GHANASS are not in anyway enthused about how they are motivated.

Do you have needs? Frequency Valid Yes No Total 64 2 66 Percent 97.0 3.0 100.0 Valid Percent 97.0 3.0 100.0 Cumulative Percent 97.0 100.0

The table above indicates that as many as 64 (97%) of the respondents said they have needs. The remaining two (2) representing 3% said they have no needs. The above table clearly reveals that there are some things that are needed in the life of the respondents. Below are some of the needs and expectations of the teachers Job security Hardworking teachers should be honoured Accommodation Teachers should be fed adequately with nutritious foods for breakfast and lunch Recognition of performance Means of transport to teachers Provision of adequate teaching and learning materials Financial needs or works should be made flexible Free utilities for teachers Free education Concern about NSS personnel Extra classes Frequently sponsored seminars and conferences Adequate incentive packages Increase in salaries Allowances (invigilation) Study leave to encourage further studies At least one free day every week Research allowance Marking allowance Computer for the school statistical work

Scholarship for my children Housing and car loan Promotion Having a conducive working environment Appreciating once work Risk allowance Reduction in class size and periods On the job training Free health care

Are the motivational practices of the school being used to satisfy your needs and expectation? Frequency Valid Yes No Total 7 59 66 Percent 10.6 89.4 100.0 Valid Percent 10.6 89.4 100.0 Cumulative Percent 10.6 100.0

It can be seen from the table above that once again as many as 59 (89.4%) of the respondents said the motivational practices of the school are not being used to satisfy their needs and expectations. It is only seven (7) of them who said the motivational practices are being used to satisfy the needs and expectations. The internally generated fund answer some of my needs Partially

How long have you been at your present post? Frequency Valid Under 6 months 6 months - 1 yr 1 - 2 yrs More than 2 yrs 9 14 10 33 Percent 13.6 21.2 15.2 50.0 Valid Percent 13.6 21.2 15.2 50.0 Cumulative Percent 13.6 34.8 50.0 100.0

Total

66

100.0

100.0

The table above reports that 33 (50%) of the respondents have spent more than two (2) years at their present post, 9 (13.6%) said they have spent less than six (6) months, 14 (21.2%) between 6 months and a year with the last 10 (15.2%) spending 1 2 at their current position. The results reveals that quite a sizeable number of the workers have spent more than a year at their current position.
Do you enjoy the work you do? Frequency Valid Yes No Total 54 12 66 Percent 81.8 18.2 100.0 Valid Percent 81.8 18.2 100.0 Cumulative Percent 81.8 100.0

The table above indicates 54 (81.8%) of the respondents said they really enjoy the work that they do. The remaining twelve (12) representing 18.2% responded in the negative when they were asked whether they enjoy the kind of work that they do. This shows that quite a substantial number of the teachers enjoy the profession in which they find themselves.
Do you come to work early? Frequency Valid Yes 66 Percent 100.0 Valid Percent 100.0 Cumulative Percent 100.0

Are you loyal to the institution? Frequency Valid Very loyal Loyal Total 43 23 66 Percent 65.2 34.8 100.0 Valid Percent 65.2 34.8 100.0 Cumulative Percent 65.2 100.0

It can be seen from the table above that 43 (65.2%) of the respondents said they are very loyal to the institution with the remaining 23 (34.8%) saying they are just loyal. They results therefore means that there is a level of loyalty among the teachers towards the institution.

Are you able to complete duties assigned to you on time? Frequency Valid Yes No Total 63 3 66 Percent 95.5 4.5 100.0 Valid Percent 95.5 4.5 100.0 Cumulative Percent 95.5 100.0

The table above indicates that as many as 63 (95.5%) of the respondents said they are able to complete duties that are assigned them anytime that they come to work. Three (3) of them representing 4.5% said they are not able to complete the duties that they are assigned at the school.
When you come to work, do you do the work without complaining? Frequency Valid Yes No Total 58 8 66 Percent 87.9 12.1 100.0 Valid Percent 87.9 12.1 100.0 Cumulative Percent 87.9 100.0

58 (87.9%) of the respondents said they work without complaining with the remaining 8 (12.1%) saying they complain about the kind of work that they do. Below are the reasons given those who said yes: Motivation Allowed to do work without interference It is my profession and I like every bit of everything that I do (interest and commitment). Satisfied with the motivation being given I love the students that I teach because it is like I am teaching my own children Environment is conducive for teaching and learning Reasons for no Your views are not taken seriously The pressure and demands of the job is to much What management should change about the job

Salary Queries without prior warning Delay at morning devotion Institution of a teachers welfare fund Allowances for extra work (extra curricula activities) Dignify meals Teacher to student ratio should change (class size) by employing more teachers Nepotism Work assessment Communication flow Favouritism Prospects for promotion Meetings should not go on for so many hours Manual way in which things are kept in the school Blackboards should be changed to white marker boards The too many instructions should change Special office to keep record The way decisions are taken Standard examinations questions should be set for all years Training and guidance for new recruits To recognise sacrifices made to give praise where it is due Class meeting should be held once a month Teachers to be permitted to do extra classes They should act quickly when students try to attack or show insubordination to a teacher
Have you been trained to do the job you are doing? Frequency Valid Yes No Total 57 9 66 Percent 86.4 13.6 100.0 Valid Percent 86.4 13.6 100.0 Cumulative Percent 86.4 100.0

It can be seen from the table above that 57 (86.4%) of the respondents said they have indeed

been trained for the kind of job that they are doing. The remaining 9 (13.6%) said they have not received any training for the kind of job that they are doing. Although the number of those who said they have not being trained is small, authorities should try and do something.
When was the last time you received the training? Frequency Valid 1month - 1 yr 1 - 2 yrs 2 - 5 yrs 5 yrs and more Total Missing Total System 16 10 15 16 57 9 66 Percent 24.2 15.2 22.7 24.2 86.4 13.6 100.0 Valid Percent 28.1 17.5 26.3 28.1 100.0 Cumulative Percent 28.1 45.6 71.9 100.0

The table above indicates that 10 (17.5%) and 15 (26.3%) of the respondents respectively said they have attend some kind of training with 1 2 years and 2 5 years. 16 (28.1%) people each respectively said the last time they have attended a training was less than a year and above years.
Has the training had an impact on the job you perform in this school? Frequency Valid Impacted more Impacted less Impacted Total Missing Total System 48 2 7 57 9 66 Percent 72.7 3.0 10.6 86.4 13.6 100.0 Valid Percent 84.2 3.5 12.3 100.0 Cumulative Percent 84.2 87.7 100.0

It can be seen from the table above that 48 (84.2%) of the respondents said the kind of training that they have received have impacted more on their work. 7 (12.3%) said it just impacted on their work with the remaining 2 (3.5%) saying the impact was less. From the above results it shows that training is very important and as such it should be encourage so that the impact will always be more.
Should the school organize training for you to be able to perform?

Frequency Valid Yes No Total 49 17 66

Percent 74.2 25.8 100.0

Valid Percent 74.2 25.8 100.0

Cumulative Percent 74.2 100.0

The table above indicates that 49 (74.2%) of the workers said in their view the school should be in the forefront in organizing training for the workers to perform. The remaining 17 (25.8%) responded in the negative when they were asked whether the school should organize training for them to be able to perform.
Is training alone enough to improve job performance? Frequency Valid Yes No Total 4 62 66 Percent 6.1 93.9 100.0 Valid Percent 6.1 93.9 100.0 Cumulative Percent 6.1 100.0

The table above clearly shows that in the view of the respondents training alone is not a guarantee for the improvement in the performance of people at their work places. In the view of the remaining 4 (6.1%) people training alone can help people improve on their job performance.

Do you need to be motivated before you can perform to work? Frequency Valid Yes No Total 26 40 66 Percent 39.4 60.6 100.0 Valid Percent 39.4 60.6 100.0 Cumulative Percent 39.4 100.0

The table above indicates that 40 (60.8%) of the respondents said they not need to be motivated before they can perform their work. The remaining twenty six (26) of them said there is the need for them to be motivated before they can at their work.
Which type of motivation do you need? Frequency Valid Monetary motivation 6 Percent 9.1 Valid Percent 9.1 Cumulative Percent 9.1

Non - monetary motivation Both Total

2 58 66

3.0 87.9 100.0

3.0 87.9 100.0

12.1 100.0

The table above reports that as many as 58 (87.9%) of the respondents said they will prefer both monetary and non monetary motivation to enable them perform better. This is followed by 6 (9.1%) who said monetary motivation with the last being non monetary motivation. This result therefore implies that the best form of motivation that the authorities at GHANASS need to give to their teachers for them to perform better on the job is both monetary and non monetary motivation.
Do you feel you receive adequate pay for the work you do? Frequency Valid Yes No Total 1 65 66 Percent 1.5 98.5 100.0 Valid Percent 1.5 98.5 100.0 Cumulative Percent 1.5 100.0

It can be seen from the table above that virtually all the respondents said the amount of money they receive as their pay is inadequate for the kind of job that they are undertaking. It was only one person who said they pay he/she receives is enough for the kind of job being done. From the above it clearly means that most of the teachers believe their pay does not equal the kind of job that they do.
Does this affect you negatively in the work you do? Frequency Valid Yes No Total 37 29 66 Percent 56.1 43.9 100.0 Valid Percent 56.1 43.9 100.0 Cumulative Percent 56.1 100.0

The table above shows that 37 (56.1%) of the respondents said the inadequate pay that they receive negatively affect their teaching. The remaining 29 (43.9%) of them said the pay that they receive does not negatively affect their work. Below are the reasons given by those who said the inadequate pay given them affects them

negatively It makes me feel as if what I am doing is not recognised The passion is there but i do not wholly commit myself to the work I work slowly Affects my family and general upkeep in life Because you struggle to makes ends meet such as payment of fees, bills etc When the going gets though I do give in Being disrupted by financial obligations to be met Affects my mental health and predisposition It does not ginger me into action and as such i do not give off my best It does not provide a sound mind for all things to be done effectively Sudden lost of interest whiles working Time meant to be used to plan my lesson notes is used to generate money using alternative methods I have to do part time elsewhere Psychologically affected

Does the school use non - monetary incentives to motivate workers to improve upon performance? Frequency Valid Yes No Total 45 21 66 Percent 68.2 31.8 100.0 Valid Percent 68.2 31.8 100.0 Cumulative Percent 68.2 100.0

The table above reports that 45 (68.2%) of the people used in the study said the school uses non monetary incentives to motivate them to improve upon their performance. The remaining 21 (31.8%) said the school does not use any non monetary incentives to motivate them to perform. From the above it can be implies that it might be a section of the teachers who benefit from some of the non monetary incentives in the school.
Which of these non - monetary incentives can motivate you most to improve upon your work? Frequency Percent Valid Percent Cumulative Percent

Valid

Tangible non - monetary incentives Social non - monetary incentives Job related non - monetary incentives All of the above Total

6 1 6

9.1 1.5 9.1

9.1 1.5 9.1

9.1 10.6 19.7

53 66

80.3 100.0

80.3 100.0

100.0

It can be seen from the table above that as many as 53 (80.3%) of the respondents said a combination of tangible, social and job related non monetary incentives are the non monetary incentives that can motivate them to improve on their work. This is followed by both social and tangible incentives. This clearly shows that the best non monetary incentive that the authorities can give to the teachers is a combination of all that has been mentioned above.
Free food Frequency Valid Very important Important Indifferent Not important Not very important Total 40 2 15 4 5 66 Percent 60.6 3.0 22.7 6.1 7.6 100.0 Valid Percent 60.6 3.0 22.7 6.1 7.6 100.0 Cumulative Percent 60.6 63.6 86.4 92.4 100.0

The table above reports that 40 (60.6%) and 2 (3.0%) of the respondents respectively said it is very important and important that the offering of free food to them in the school can motivate them to improve upon their teaching. 15 (22.7%) were indifferent, 4 (6.1%) said it is not important with the remaining 5 (7.6%) saying it is not very important. The above result shows that the provision of free food can be considered as a tangible non monetary incentive to teachers.
Trophies Frequency Valid Very important Important Indifferent 6 8 19 Percent 9.1 12.1 28.8 Valid Percent 9.1 12.1 28.8 Cumulative Percent 9.1 21.2 50.0

Not important Not very important 51 Total

13 19 1 66

19.7 28.8 1.5 100.0

19.7 28.8 1.5 100.0

69.7 98.5 100.0

The table above shows that 19 (28.8%) and 13 (19.7%) of the respondents respectively said that it is not very important and not important that they should be awarded with trophies to boast them to improve upon their teaching. 6 (9.1%) and 8 (12.1%) also respectively said that it is very important and important for they to be given trophies to motivate them. the remaining 19 (28.8%) were indifferent. This result above reveals that the giving out of trophies will not be a best option to use to motivate teachers in GHANASS.
Vacation trip Frequency Valid Very important Important Indifferent Not important Not very important Total 27 10 12 10 7 66 Percent 40.9 15.2 18.2 15.2 10.6 100.0 Valid Percent 40.9 15.2 18.2 15.2 10.6 100.0 Cumulative Percent 40.9 56.1 74.2 89.4 100.0

The table above reports that 27 (40.9%) and 10 (15.2%) of the respondents respectively see the embarking of vacations trips as a very important and important venture which can motivate them to teach better. 12 (18.2%) were indifferent, 10 (15.2%) said it is not important with the remaining 7 (10.6%) saying it is not very important. The above result shows that it is just slightly above half of the respondents who consider the embarkment on trip as an option which can motivate them to work.
Certificates Frequency Valid Very important Important Indifferent Not important 22 7 22 7 Percent 33.3 10.6 33.3 10.6 Valid Percent 33.3 10.6 33.3 10.6 Cumulative Percent 33.3 43.9 77.3 87.9

Not very important Total

8 66

12.1 100.0

12.1 100.0

100.0

The table above indicates that 22 (33.3%) and 7 (10.6%) of the respondents respectively said it is very important and important that they should be awarded with certificates to boast them in their teaching. 8 (12.1%) of them said it is not very important, 7 (10.6%) said it is not important with the remaining 22 (33.3%) being indifferent. This result once again shows that awarding of certificates to teachers as a motivation tool should not be considered so much.
Private office Frequency Valid Very important Important Indifferent Not important Not very important Total 18 13 15 6 14 66 Percent 27.3 19.7 22.7 9.1 21.2 100.0 Valid Percent 27.3 19.7 22.7 9.1 21.2 100.0 Cumulative Percent 27.3 47.0 69.7 78.8 100.0

The table above reports that 18 (27.3%) and 13 (19.7%) of the respondents respectively consider the provision of private offices to them as compared to being in the staff common room as vey important and important. 14 (21.2%) saw it as not being very important, 15 (22.7%) were indifferent with the remaining 6 (9.1%) considering it as not important. From the above the researcher is tempted to believe that the teachers are somehow comfortable being in the staff common room together. The few people who saw the provision of the office as being at least important might be those who have extra duties to perform aside the teaching in the school.
Praise Frequency Valid Very important Important Indifferent Not important Not very important Total 29 14 7 3 13 66 Percent 43.9 21.2 10.6 4.5 19.7 100.0 Valid Percent 43.9 21.2 10.6 4.5 19.7 100.0 Cumulative Percent 43.9 65.2 75.8 80.3 100.0

It can be seen from the table above that 29 (43.9%) and 14 (21.2%) of the respondents respectively saying that it is very important and important that praises are showered on them whenever they do something good since this will motivate them to do more. 13 (19.7%) of them said it is not very important, three (3) said it is not important with the remaining 7 (10.6%) being indifferent about it. The above result shows that teachers needed to be praise if they do something nice to stimulate them to do more.
Handshake Frequency Valid Very important Important Indifferent Not important Not very important Total 9 13 18 8 18 66 Percent 13.6 19.7 27.3 12.1 27.3 100.0 Valid Percent 13.6 19.7 27.3 12.1 27.3 100.0 Cumulative Percent 13.6 33.3 60.6 72.7 100.0

The table above shows that 9 (13.6%) and 13 (19.7%) of the respondents respectively considered the use of handshake as a non monetary incentive as very important and important. 18 (27.3%) were indifferent, 8 (12.1%) saw it as not being important with the remaining 18 (27.3%) saying it is not very important. The above result shows that handshake should not be considered as a means of encouraging people to work to improve upon their performance.
Friendly greeting Frequency Valid Very important Important Indifferent Not important Not very important Total 20 16 16 7 7 66 Percent 30.3 24.2 24.2 10.6 10.6 100.0 Valid Percent 30.3 24.2 24.2 10.6 10.6 100.0 Cumulative Percent 30.3 54.5 78.8 89.4 100.0

The table above indicates that 20 (30.3%) and 16 (24.2%) of the respondents respectively said a system which will use friendly greetings as a means of encouraging the people to improve upon

their performance is very important and important. Seven (7) people each saw it as not being important and not very important with the remaining 16 (24.2%) being indifferent. From the table above it can be seen that it is just slightly above half of the respondents who saw it as being at least important and therefore friendly greeting should not be seen as one of the key non monetary incentive packages to be extended to the teachers.
Smile Frequency Valid Very important Important Indifferent Not important Not very important Total 13 10 18 14 11 66 Percent 19.7 15.2 27.3 21.2 16.7 100.0 Valid Percent 19.7 15.2 27.3 21.2 16.7 100.0 Cumulative Percent 19.7 34.8 62.1 83.3 100.0

The table above shows that 13 (19.7%) and 10 (15.2%) of the respondents respectively said they consider smile from the authorities as a very important and important incentives that can be used to encourage teachers to work more. 18 (27.3%) were indifferent, 14 (21.2%) saw it as not important with the remaining 11 (16.7%) saying it is not very important. An inference from the above is that smile will not be a good option to be considered as a non monetary incentive.
Verbal public recognition Frequency Valid Very important Important Indifferent Not important Not very important Total 21 22 10 3 10 66 Percent 31.8 33.3 15.2 4.5 15.2 100.0 Valid Percent 31.8 33.3 15.2 4.5 15.2 100.0 Cumulative Percent 31.8 65.2 80.3 84.8 100.0

The table above reports that 21 (31.8%) and 22 (33.3%) of the respondents respectively said that the procedure whereby teachers are publicly recognised or acknowledged is a very important and important means by which a teacher can be motivated to do more to improve upon his/her performance. 10 (15.2%) were indifferent, 3 (4.5%) saw it as not important with the remaining

10 (15.2%) saying it is not very important. The result above shows that verbal public recognition should be considered in the list if non monetary incentives to be given to the teachers
Feedback about performance Frequency Valid Very important Important Indifferent Not important Not very important Total 34 14 10 3 5 66 Percent 51.5 21.2 15.2 4.5 7.6 100.0 Valid Percent 51.5 21.2 15.2 4.5 7.6 100.0 Cumulative Percent 51.5 72.7 87.9 92.4 100.0

The table above indicates that 34 (51.5%) and 14 (21.2%) of the respondents respectively said that the relaying of the performance of teachers back to them will be a very important and important means of motivating them to improve their performance. 5 (7.6%) said it is not very important, 3 (4.5%) said it is not important and the remaining 10 (15.2%) were indifferent. The results show that the relaying of the performance of the teachers back to them should be considered in the list of non monetary incentive to be given to teachers.
Meaningful work Frequency Valid Very important Important Indifferent Not important Not very important Total 22 21 12 4 7 66 Percent 33.3 31.8 18.2 6.1 10.6 100.0 Valid Percent 33.3 31.8 18.2 6.1 10.6 100.0 Cumulative Percent 33.3 65.2 83.3 89.4 100.0

It can be seen from the table above that 22 (33.3%) and 21 (31.8%) of the respondents respectively said it is very important and important that doing a meaning work should be in the list of items to be considered as non monetary incentives for the teachers. 12 (18.2%) of them were indifferent, 7 (10.6%) said it is not very important with the remaining 4 (6.1) saying it is not important. From the above it can be inferred that to ensure that the teachers improve upon their performance they should be made to do a meaningful work.

Autonomy over work Frequency Valid Very important Important Indifferent Not important Not very important Total 12 11 26 8 9 66 Percent 18.2 16.7 39.4 12.1 13.6 100.0 Valid Percent 18.2 16.7 39.4 12.1 13.6 100.0 Cumulative Percent 18.2 34.8 74.2 86.4 100.0

The table above reports that 12 (18.2%) and 11 (16.7%) of the respondents respectively said it is very important and important that autonomy over the kind of work that they do should be considered as an incentive. Quite a sizeable number of 26 (39.4%) of them were indifferent, 9 (13.6%) of them say it as not being very important with the remaining 8 (12.1%) saying it is not important. This clearly shows that autonomy at work is not an incentive that is worth considering if it comes to inducing the teachers to improve upon their performance.
Job rotation Frequency Valid Very important Important Indifferent Not important Not very important Total 10 17 22 9 8 66 Percent 15.2 25.8 33.3 13.6 12.1 100.0 Valid Percent 15.2 25.8 33.3 13.6 12.1 100.0 Cumulative Percent 15.2 40.9 74.2 87.9 100.0

The table above shows that 10 (15.2%) and 17 (25.8%) of the people used in the study respectively said that it is very important and important that job rotation should be considered as a non monetary incentive to induce teachers to improve upon their teaching. 22 (33.3%) of them were indifferent, 9 (13.6%) said it is not important with the remaining 8 (12.1%) saying it is not very important that rotation in the various assignments that they are undertaking in the school should be seen as a non monetary incentive tool to encourage them to do more.
Promotion

Frequency Valid Very important Important Indifferent Not important Not very important Total 40 9 7 3 7 66

Percent 60.6 13.6 10.6 4.5 10.6 100.0

Valid Percent 60.6 13.6 10.6 4.5 10.6 100.0

Cumulative Percent 60.6 74.2 84.8 89.4 100.0

It can be seen from the table above that 40 (60.6%) and 9 (13.6%) of the respondents respectively considered the issue of promotion as a very important and important job related non monetary incentive that can inspire them to teach better to improve upon their existing performance. 7 (10.6%) of them were indifferent, another 7 (10.6%) saw promotion as not being very important with the remaining 3 (4.5) saying it is not important. From the above with about three quarters of the respondents considering promotion as being at least important means that promotion should be considered seriously as a factor that can induce the teachers to teach well. Although promotion is being considered as a non monetary incentive the teachers are very much aware that promotion comes with increase pay.
Flexible work Frequency Valid Very important Important Indifferent Not important Not very important Total 27 14 15 6 4 66 Percent 40.9 21.2 22.7 9.1 6.1 100.0 Valid Percent 40.9 21.2 22.7 9.1 6.1 100.0 Cumulative Percent 40.9 62.1 84.8 93.9 100.0

The table above indicates that 27 (40.9%) and 14 (21.2%) of the respondents respectively consider flexibility at work as a very important and important non monetary motivating tool to them. 6 (9.1%) and 4 (6.1%) respectively said it is not important and not very important. The remaining 15 (22.7%) were indifferent as to whether flexibility at work is a job related non monetary incentive to motivate them to improve upon their teaching. The above result shows that there is the need for some degree of flexibility at the school to encourage them to give off their

best.

If non - monetary incentives are not given, will it affect how you perform your work? Frequency Valid Yes No Total 31 35 66 Percent 47.0 53.0 100.0 Valid Percent 47.0 53.0 100.0 Cumulative Percent 47.0 100.0

From the above table it can be seen that 35 (53%) of the respondents said if they o not receive any non monetary incentives it will not affect the way they teach. The remaining thirty one (31) representing 47% said yes indeed if non monetary incentives are not given it will affect the way they teach. The result shows that it is not so obvious whether if the teachers receive non monetary incentives or not it will affect their work.

What do you think will motivate you most to improve upon job performance? Cumulative Frequency Valid Monetary incentives Non - monetary incentives Both Nothing Total Missing Total System 4 1 59 1 65 1 66 Percent 6.1 1.5 89.4 1.5 98.5 1.5 100.0 Valid Percent 6.2 1.5 90.8 1.5 100.0 Percent 6.2 7.7 98.5 100.0

The above table shows that as many as 59 (90.8%) of the respondents said a combination of both monetary and non monetary incentives are the things that will motivate them to really improve on their performance. This is followed by monetary incentives. This clearly shows that for the

teachers to really carry out their task and do it with the best that they can they need to be motivated in monetary and non monetary terms.