This study explored the experiences of Junior High School (JHS) teachers of English in Ghana, as manifested through their motivation and engagement in everyday classroom practice. Grounded in Self-Determination Theory and Engagement Theory, the study adopted a qualitative multiple case study design. Data were generated from semi-structured interviews with ten teachers of English and 20 JHS learners from public and private schools in Kpando municipality, and from classroom observations of routine English lessons. Thematic analysis was used to identify patterns across the data. Findings showed that teachers relied mainly on praise, questioning, group work, code-switching between English and Ewe, and game-based activities to stimulate learners’ interest. These strategies tended to enhance behavioural and emotional engagement, although opportunities for deeper cognitive engagement were less frequent. Teachers also reported contextual constraints, including large classes, limited teaching resources, and learners’ low proficiency, which sometimes reduced their capacity to sustain motivation. Learners valued supportive teacher-student relationships, clear explanations, and varied activities, but expressed frustration with excessive teacher talk and chorus responses. The study highlights the need for targeted professional development on motivational and engagement-oriented pedagogy in Ghanaian JHS English language classrooms and offers context-specific recommendations for curriculum planners and teacher educators.
Muimeleli et al. (Wed,) studied this question.