Abstract: Understanding motivation and work attitudes is essential to comprehending organisational citizenship behaviour of workers, which is believed leads to high productivity, performance, and persistence. This study looked at how motivation affected the organisational citizenship behaviour (OCB) of teachers in some selected public basic schools in the Asene-Manso-Akroso District of Ghana. A descriptive correlational research design was used with a sample of 144 teachers. The study was based on Herzberg’s two-factor and Lawrence and Nohria’s four-drive theories. Using structured questionnaire as the data collection instrument, descriptive statistics, correlation analysis, and regression techniques were employed as the data analytical techniques. The results showed that extrinsic motivation and OCB had a high correlation (r = 0.647, p < 0.01) and that intrinsic motivation and OCB had a substantial positive correlation (r = 0.764, p < 0.01). Further, the results revealed a significant positive correlation between intrinsic motivation and OCB (r = 0.764, p < 0.01) and a moderately strong correlation between extrinsic motivation and OCB (r = 0.647, p < 0.01). Overall motivation significantly predicted OCB, explaining 54.6% of the variance (R² = 0.546). These results demonstrate how crucial extrinsic and intrinsic factors are in promoting OCB. Recommendations include enhancing intrinsic motivation through professional development opportunities and improving extrinsic rewards such as fair remuneration. Also, a positive organisational culture that values collaboration, respect, and support should be cultivated by stakeholders to enhance both intrinsic and extrinsic motivation. Suggestions for further research include qualitative studies, and comparative analyses to explore contextual differences in motivation and OCB. Implications for theory and practice are discussed.

Abstract: This paper established factors leading to the pre-service education student’s choice of teaching as a career. The third and fourth year pre-service education students from six public and private universities in Kenya were the respondents. Concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered using questionnaires and interviews. In data analysis, frequencies, means and standard deviation were used. The study established that the following factors affected pre-service education student’s decision to become teachers. (i) Fallback, (ii) External factors, (iii) Self-concept (iv) Altruistic reasons (v) Extrinsic reasons and (vi) Intrinsic motivation. The findings established that all the influential factors were important to the pre-service education students to join the teaching profession. None of the influential factors was very important to their decision to choose teaching as a career. The pre-service education students pointed out that their high school grade is what really determines their career path. Fallback as one of the influential factors was found to have been slightly important in their decision to enter the teaching profession.