Teacher Motivation in Sub-Saharan Africa and South Asia

By P. Bennell, K. Akyeampong. 2007

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Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness (2018, methodology): “…teacher remuneration, lack of professional recognition, challenging working conditions (i.e., large class sizes), lack of accountability, minimal professional development opportunities, and lack of voice (Bennell & Akyeampong, 2007; Guajardo, 2011; Wolf, Aber, Torrente, McCoy, & Rasheed, 2015).”
The Routledge handbook of English language teaching (2018, background): “Cognitive perspectives on classroom language learning; Communicative language teaching in theory and practice.”
The motivational dimension of language teaching (2017, background): “…motives for learning with a pursuit of grades and qualifications (e.g. Cheng, Watanabe & Curtis 2004); low investment in language education by governments results in poorly resourced classrooms and poorly rewarded teachers (e.g. in many developing countries, see Bennell & Akyeampong 2007).”
Mapping the incidence of school dropouts: a case study of communities in Northern Ghana (2009, background): “Teacher absenteeism and lateness, according to Bennell and Akyeampong (2007) are symptomatic of education systems that are unable to manage teachers effectively, have weak management structures and are unable to provide incentives for teachers to improve their attitudes to work.”