Long-serving primary teachers’ motivation and perception for teaching in Kumasi, Ghana

Moses A. Azewara (University of Otago)
Steven S. Sexton (University of Otago)
Alexandra C. Gunn (University of Otago)

Journal of Education and Learning (EduLearn)
Vol 20, No 3: August 2026

This study explores the motivations and perceptions of long-serving primary school teachers in Kumasi, Ghana. Using Herzberg’s motivation–hygiene theory and qualitative interviews with 30 teachers with over ten years of service, the study examined factors influencing teacher retention and intentions to leave. Findings reveal that intrinsic and altruistic motivations—particularly student success, self-identity as a teacher, and social contributions—sustain long-term commitment, while inadequate compensation, poor working conditions, and low societal regard act as major demotivators. The study extends Herzberg’s model by integrating altruistic motivation as a critical retention factor. These findings highlight the need for holistic teacher-retention policies that address both material and psychological conditions of teaching.