CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATION Overview This section takes a look at a brief discussion of all that

was done in this research work. The study was about Assessing the Impact of Non-Monetary Incentives as a Motivational Tool on Job Performance at Ghana Senior High School (Ghanass), Koforidua of the Eastern Region of Ghana. The subjects of the study included teachers and school heads from the selected school. All these subjects were selected based on their availability at their point of call (i.e. school). This final chapter takes a look at the summary of the entire study in order to draw conclusions and make necessary recommendations. It is noteworthy that some of the recommendations made can help implement the non-Monetary Incentives identified during the study to education at GHANASS, Koforidua of Eastern Region in particular and Ghanas educational system at large. Since no educational system can progress without scientific research as observed by Nworgu (1991), the Non-Monetary incentive in education is an essential area of research. Data was collected by the use of questionnaires. The questionnaires were issued to teachers and department heads whiles others were interviewed to find out their views concerning Non-Monetary Incentive in general and its impact on job performance Ghanass, Koforidua in particular. The analysis of data was done with the use of the simple percentages and basic statistics.

Summary of Findings Generally, the perception of the teachers and department school heads about the Non-Monetary Incentive on job Performance is positive to a large extent even though individuals have varied opinions in one situation or another. While some say that it is a problem, some see it as the price been paid for the lip service to the welfare of teachers and others perceive that the non-monetary incentive on job performance would awaken the conscience of powers that be to take a critical look at the conditions of teachers. This information was provided on the questionnaires for the respondents. See Appendix C

for the sample of the questionnaire. The challenges faced by the various groups - teachers and school heads include technical problems, financial difficulties and delay in addressing teacher concerns with time constraints. A closer look at the findings indicates that some groups or individuals have challenges in one area only while others have two or all three categories. The challenge that was common to most respondents was that of inadequate resources to enable the teacher function at full potential (i.e. technical problem). The needs of the individual teachers include lack of logistics and extra time to be able to carry out all the responsibilities and expectations of the curricula. Such responsibilities and expectations include preparing lessons to be used in classroom where the material for teaching and learning are absent, preparation of teaching-learning materials. The conditions of service for the teacher are nothing comparable to equally important services rendered to the state by other professionals. Coupled with this is the several unnecessary over delayance in processing benefits and emoluments accrued to teachers. Conclusions The Non-Monetary Incentives on job performance are a worthy practice that can be incorporated into Ghanas educational policy. The benefits accruing to the various stakeholders cannot be over-emphasized; the tacit admission and observation that teachers in our schools are in short supply attests to the fact that there has to be teachers and more so trained teachers in the classrooms. This study seeks to some extent to address that concern, notwithstanding, the fact that few teachers are posted to the rural or peri- urban communities, one can be sure that after their certification they are fully prepared to face the challenges ahead of them, whether they are posted to the rural community or to any other area. It is interesting to note that the challenges facing the implementation of non-monetary incentives on job performance is really formidable. Among other things is the issue of availability of improved conditions of service and a cut in down time in addressing teacher concerns.

Recommendations In the light of the findings and conclusions the following recommendations are hereby proposed: efforts must be made to bring the usefulness of non-monetary incentives on job performance to the larger proportion of student, teachers and other stakeholders. It is also recommended that beneficiaries of the services of a teacher should be educated on the benefits they stand to get as a result of improving non-monetary incentives on job performance of teachers. It is further recommended that the challenges that teachers face in getting their concerns addressed in a timely manner must be taken care of by the Teacher Education Division of the Ghana Education Service to ensure the sustenance of the teacher in the classroom at all times. If possible the Teacher Education Division should liaise with Ghana National Association of Teachers (GNAT) to provide some of the basic intervention when teachers express worry in the discharge of their duties. Also, in line with the needs of teachers which include access to mobility or logistics, it is recommended that Ghana Education Service and GNAT should come out with strategies to get everyone entering college to be equipped from the word go so as they do not use teaching as a stepping stone to other professions or have sufficient knowledge on the competencies and expectations desired of a would-be teacher. Furthermore, the Metropolitan, Municipal and District Assemblies should support teachers to acquire the basic facilities both personal and professional to make them stay on the job by sponsoring or acquiring for teachers resources to be used in training students. Thirdly, the government should consider providing another form of incentive for teachers in the form of giving them technology tools to use during training and ensure that the materials given them are used for the actual purpose for which they were provided. Finally, it is recommended that teachers begin to redefine their expectations when deciding

what careers they want to pursue in education and how teachers can also use it to better education when they finally pass out. Also, the welfare or staff development officers at the Metropolitan, Municipal, District offices of Ghana Education Service should put a mechanism in place so that teachers identified with challenges in the discharge of their duties are fully helped to overcome such pitfalls that would otherwise impressed on them to vacate teaching-learning situations. Principals of Colleges of Education can also take a cue from the challenges and successes identified and provide other support services for teacher trainees so that they come out of college prepared to stay on the job and develop other classroom activities that would sustain their interest in the teaching profession.

Suggestions for Further Research The researcher suggests that further studies be carried out in the process of teacher education and retention strategies in Ghana on the Non-Monetary Incentives on Job performance to cover other regions of the country. Research can be done to find out the support services which will be best, suitable and effective for teachers.