Using Incentive Policies to Motivate Rural Basic School Teachers in Ghana

The research is a descriptive study which was aimed at evaluating how incentive policies will motivate and retain rural basic school teachers in Ghana. One hundred trained teachers in rural basic schools in the Akuapem Municipality of Ghana were selected for the study. This comprised of sixty-four (64) males and thirty-six (36) females. Convenience sampling technique was employed in selecting samples for the study. Questionnaire was the main research instrument employed by the researcher. Besides, all data collected were coded and entered into Statistical Product for Service Solution (SPSS) and the frequencies and percentages generated. The data presented in table 2 indicates that 89% of the respondents claimed that incentive policies are available for rural basic schools teachers. Results from the study in table 3 suggest that a huge percent of the respondents confirmed that limited years to qualify for study leave, provision of training supports, provision of accommodation, support from NGOs and the district assembly, presence of social amenities, recruitment of rural teachers from rural areas and enhancement in community participation in school management can retain teachers in rural areas. In the light of the findings, the following conclusions were drawn. It could be concluded that study leave with pay and retention/professional allowance are the incentive policies available for rural basic schools teachers