Determinants of ICT Teacher Motivation and Retention in Ghanaian Senior High Schools

Abstract

This study examined how selected motivators (Advancement, Status, Recognition and interpersonal relationship) influence the ICT teacher’s intention to stay or leave the classroom in Ghana. A multi-stage sampling technique was used to sample 444 teachers drawn from a population of 4,350. A correlational research design was adopted for the study, and a structured questionnaire was used to gather data which was analysed using a logistic regression analysis.

The study found that the odds ratio of ICT teachers in Ghana choosing to stay in the classroom based on their Advancement was (Exp(B) 1.768 higher than the odds ratio of ICT teachers who choose to leave the classroom, with a 95% confidence interval ranging from 1.225 to 2.549. It also found a statistically significant correlation between the predictors (advancement, status, interpersonal relationship and recognition). For the predictive capacity of the model, it was discovered that the predictor (advancement) accounted for a higher positive variance in the factors that motivate ICT teachers to stay in the classroom in Ghana. The study revealed that advancement was a very important motivating factor for ICT teachers staying in the classroom in Ghana. The findings can contribute to developing staff motivation schemes and professional development programs for ICT teachers.

Keywords: ICT Teacher Motivation, Advancements, Status, recognition, interpersonal relationship.

DOI: 10.7176/JEP/17-5-02

Publication date: May 30^th 2026