THE ROLE OF INTRINSIC AND EXTRINSIC MOTIVATION IN TEACHERS’ LEADERSHIP FOR LEARNING WITHIN ABOABO EDUCATIONAL CIRCUIT

ABSTRACT The study sought to ascertain the role of intrinsic and extrinsic motivation in teachers‟ Leadership for Learning within Aboabo Educational Circuit. The researcher sought to: found out whether a significant relationship existed between teachers‟ intrinsic motivation and Leadership for Learning within Aboabo Educational Circuit, establish whether correlation between teachers‟ extrinsic motivation and Leadership for Learning within Aboabo Educational Circuit is significant, and determine whether a significant difference existed between intrinsic and extrinsic motivation of teachers within Aboabo Educational Circuit in terms of Leadership for Learning. The researcher used correlational design for the study. The instrument was pre-tested and reliability was acceptable at .863 alpha value. The researcher used Spearman‟s rho correlation and Wilcoxon Sign-Ranks test as analytical tools to analyse data gathered from 27 teachers through the use of a questionnaire. It was found that there is no significant relationship between Intrinsic Teachers‟ Motivation and Leadership for Learning. Similarly, it was found that Extrinsic Teachers‟ Motivation has no significant correlation with Leadership for Learning within Aboabo Educational Circuit. The study established a significant difference between Intrinsic Teachers‟ Motivation and Extrinsic Teachers‟ Motivation within Aboabo Educational Circuit. It is recommended that officers within Aboabo Educational Circuit should provide teaching resources such as Teachers‟ Guide, Lesson Note Books and whiteboard markers to make classroom teaching interesting and attractive. Moreover, School Management Committees within Aboabo Educational Circuit should assist in the provision of accommodation for teachers. Moreover, education officers should begin to have periodic interaction with teachers to give them feedback on their performance.