Ghanaian study finds procedural fairness drives teacher performance

A study published in Social Justice Research involving 399 teachers in public senior secondary schools in Ghana’s Greater Accra Region suggests that procedural fairness is a stronger driver of teacher performance than salary.

The research examined fairness through three lenses: what teachers receive (pay, workload, and promotion), how decisions are made (transparency in transfers, postings, and appraisals), and daily treatment (respect and professional dignity from supervisors).

The findings indicate that fairness in decision-making processes has the strongest link to performance. When teachers perceive that rules are applied consistently and without favoritism, they show higher levels of investment in classroom management and preparation. While fairness in compensation matters, the study notes that in a centralized system where salaries are set nationally, additional allowances do not necessarily foster long-term professional attachment as effectively as transparent administrative processes.