Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis

Samuel Otoo; Mary Adu Boakye; Marvel Hinson

doi:doi:10.11648/j.ijhtm.20250902.17

Research Article |

| Peer-Reviewed

Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis

Samuel Otoo^*

, Mary Adu Boakye

, Marvel Hinson

Published in International Journal of Hospitality & Tourism Management (Volume 9, Issue 2)

Received: 8 September 2025 Accepted: 17 September 2025 Published: 10 October 2025

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Employee motivation is a critical determinant of job performance, particularly in service-oriented sectors such as education and hospitality. Within Ghana’s Senior High Schools (SHSs), cooks play an essential role in the school feeding programme by ensuring the preparation and delivery of nutritious meals, which directly influence student health and learning outcomes. Despite their importance, little scholarly attention has been devoted to understanding the factors that motivate cooks and how these influence their job performance. This study therefore examined the effects of intrinsic and extrinsic motivation on the performance of cooks in SHSs within the Cape Coast Metropolis. A descriptive cross-sectional research design was employed, involving a sample of 108 cooks selected purposively from various SHSs. Data were collected through structured questionnaires comprising items on socio-demographic characteristics, intrinsic and extrinsic motivational factors, and job performance indicators. Descriptive statistics were used to summarize the data, while regression analysis tested the relationship between motivational factors and performance outcomes. The findings revealed that extrinsic motivation, particularly wages, job security, and working conditions, exerted a stronger influence on job performance compared to intrinsic factors such as recognition, autonomy, and professional growth. Nonetheless, intrinsic motivators were found to enhance long-term commitment and job satisfaction when extrinsic needs were adequately met. Socio-demographic characteristics, including education level and years of experience, moderated the impact of motivation, with more educated cooks responding positively to intrinsic motivators while less educated cooks prioritized extrinsic rewards. The study concludes that sustaining high levels of performance among SHS cooks requires a balanced strategy that addresses both extrinsic and intrinsic motivational needs. It recommends timely payment of wages, improved working conditions, enhanced recognition, and opportunities for career development. Strengthening motivation among SHS cooks has the potential to improve the effectiveness of the school feeding programme, thereby contributing to improved student welfare and educational outcomes in Ghana.

Published in	International Journal of Hospitality & Tourism Management (Volume 9, Issue 2)
DOI	10.11648/j.ijhtm.20250902.17
Page(s)	137-148
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Motivation, Intrinsic Factors, Extrinsic Factors, Job Performance, School Feeding Programme, Senior High Schools, Ghana

1. Introduction

Employee motivation remains a crucial determinant of organizational performance, influencing productivity, job satisfaction, and retention across sectors. In service-oriented industries such as hospitality and education, motivated employees directly affect the quality of service delivery and the well-being of clients

[28]

. Motivation can be classified into intrinsic factors, such as recognition, autonomy, and personal growth, and extrinsic factors, including remuneration, incentives, and working conditions. Balancing these drivers is essential for sustaining employee engagement and improving outcomes

[36, 4]

In Ghana, the hospitality industry has undergone rapid transformation in response to changing consumer expectations and national policies aimed at improving service quality

[32]

. Within this context, cooks in Senior High Schools (SHSs) represent a distinct group whose contributions are vital but often overlooked. They are responsible for preparing nutritious meals that directly influence students’ health, concentration, and academic performance

[18]

. Unlike commercial chefs, SHS cooks work under limited budgets, high student populations, and resource-constrained environments, making motivation a key factor in sustaining performance

[32]

Recent studies highlight that while economic rewards remain important, intrinsic factors such as respect, recognition, and opportunities for skill development significantly affect job satisfaction among hospitality workers in Ghana

[32]

. However, limited research has examined these motivational dynamics among SHS cooks, despite their central role in school feeding programs. The Ghana School Feeding Programme, for example, has expanded access to meals but has also placed greater demands on cooks, who often face challenges of low wages, inadequate training, and limited career progression

[31, 8]

. These constraints can lower morale and compromise food quality and safety standards.

This study seeks to fill this gap by exploring the effects of intrinsic and extrinsic motivation on the performance of cooks in Senior High Schools in Cape Coast Metropolis. By examining how motivational factors intersect with socio-demographic characteristics, the research aims to provide evidence-based recommendations for school administrators and policymakers. Strengthening motivation among SHS cooks is expected not only to enhance job satisfaction but also to improve the overall quality of food services, contributing to better health and educational outcomes for students.

2. Theoretical Framework

Employee performance is strongly shaped by motivation, which can be understood through established psychological and organizational theories. This study adopts a multi-theoretical approach to explain how intrinsic and extrinsic motivational factors influence the job performance of cooks in Senior High Schools (SHSs) within the Cape Coast Metropolis.

2.1. Self-Determination Theory (SDT)

Self-Determination Theory

[36]

remains highly relevant and has been expanded in recent years. SDT posits that motivation is driven by three basic psychological needs: autonomy, competence, and relatedness. When these needs are fulfilled, employees experience intrinsic motivation, leading to greater satisfaction and performance. Recent studies in hospitality contexts confirm that intrinsic motivators such as recognition, skill development, and autonomy in job roles significantly enhance employee commitment and service quality

[32, 28, 27]

. For SHS cooks, opportunities for professional recognition, training, and decision-making in food preparation can foster intrinsic motivation and improve output.

Large reviews and theoretical syntheses show SDT’s robust predictive power for workplace outcomes but emphasize context-sensitive boundary conditions. Subsequent reviews report that autonomy-supportive supervision, skill development that increases perceived competence, and organizational practices that foster relatedness consistently predict improved engagement, job performance and lower turnover but the size of these effects depends on whether basic extrinsic “hygiene” needs (livelihood security, safe working conditions) are met first

[15]

Meta-analytic and intervention studies confirm SDT mechanisms across sectors.

[28]

meta-analysis of SDT interventions in education and work contexts found moderate-to-large effects of need-supportive interventions on autonomous motivation and downstream performance metrics; however, heterogeneity was high and interventions tended to be more effective where institutional supports (stable funding, managerial training) were present. This indicates that SDT-based strategies are necessary but not always sufficient in low-resource environments.

Studies in foodservice and institutional care settings point to practical pathways and limits of SDT

[45].

Research on institutional foodservice (hospitals, schools) shows that training that raises cooks’ competence (food safety, menu planning), autonomy in daily decisions (menu adjustments, procurement within guidelines), and workplace inclusion (recognition, team cohesion) improves food quality and safety compliance provided pay and logistics are reliable

[48]

. Where contracts, pay, or facilities are inadequate, need-supportive measures have smaller or short-lived effects.

The international school-feeding literature and global surveys further supply programmatic context. Global reports (e.g., WFP/GCNF syntheses) document that countries with centrally funded, institutionalised school-feeding systems tend to offer clearer contracts, routine training and predictable pay conditions that make satisfaction of SDT needs feasible and enhance t^$he effectiveness of intrinsic motivators. In contrast, programmes reliant on ad-hoc funding or with weak procurement and monitoring systems commonly exhibit delayed payments, poor facilities and limited staff development, which undermines autonomy and competence and erodes relatedness over time.

2.2. Herzberg’s Two-Factor Theory (Motivation-Hygiene Theory)

Herzberg’s Two-Factor Theory distinguishes between motivators (e.g., achievement, recognition, responsibility) and hygiene factors (e.g., salary, working conditions, and supervision). Recent empirical evidence suggests that in low-resource settings like schools, extrinsic motivators such as timely payment, safe working environments, and access to resources strongly influence employee satisfaction, while intrinsic factors sustain long-term performance

[4]

. While hygiene factors prevent dissatisfaction, only motivators are theorised to yield long-term satisfaction and higher performance

[19, 30]

. Recent international studies continue to test and refine this model across workplace and service contexts. Applied to SHS cooks, poor hygiene factors such as low wages and inadequate kitchen facilities may undermine performance regardless of intrinsic motivation.

Recent studies in education and healthcare confirm that hygiene factors (salary, workload, job security) remain the strongest short-term predictors of performance and retention in under-resourced settings, while motivators (recognition, professional growth) sustain commitment once hygiene needs are met

[24]

. A 2023 cross-country study of teachers and health workers demonstrated that poor hygiene conditions limited the effectiveness of intrinsic motivators

[49]

Research in foodservice and hospitality shows that intrinsic motivators (career development, recognition, meaningful work) are increasingly important for retention in high-income contexts, whereas in low-resource contexts hygiene concerns (pay delays, unsafe kitchens, limited benefits) dominate. A study of hospitality motivation highlighted that Herzberg’s bifurcation remains valid, but context determines which side has greater weight

[50]

Comparative SDT/Herzberg applications reveal that in cultures with collectivist orientations, relatedness and recognition (intrinsic motivators) are more salient, whereas in contexts with high economic insecurity, hygiene needs (pay, job stability) are primary. A 2024 review emphasized the cultural relativity of Herzberg’s model, suggesting that while the two-factor distinction holds, the boundary between “motivators” and “hygienes” may blur in low-income contexts

[42]

Recent workplace trials show that bundled interventions (improving hygiene via pay/conditions plus enhancing motivators through recognition and training) produce synergistic improvements in job performance. These findings challenge Herzberg’s strict dichotomy, suggesting interdependence between hygiene and motivator factors

[34]

2.3. Expectancy Theory

Expectancy Theory

[43]

argues that employees are motivated when they believe their efforts will lead to desirable outcomes. This theory has been recently applied to educational and hospitality contexts to explain how reward systems and clear performance expectations shape employee behavior

[7]

. For SHS cooks, the expectancy framework implies that motivation is enhanced when cooks perceive a clear link between effort (preparing quality meals), performance (meeting nutritional standards), and valued outcomes (recognition, incentives, or job security).

Recent empirical work shows that Vroom’s Expectancy Theory, the three-part logic of expectancy (effort → performance), instrumentality (performance → outcome), and valence (value of the outcome), remains a useful framework for explaining motivation across occupations and countries

[11]

. Several contemporary studies and reviews emphasize two recurring themes: (a) the credibility of the performance reward link (instrumentality) is often the decisive factor for behaviour change, and (b) when basic extrinsic needs are unmet, extrinsic valence (pay, job security, and working conditions) dominates workers’ motivational calculus.

Recent studies in diverse sectors find that when organizations reliably deliver rewards tied to performance (transparent bonus systems, timely payments, and credible promotions), instrumentality rises and expectancy effects strengthen even when rewards are modest. Where reward delivery is unpredictable, instrumentality collapses and effort declines

[5]

Several studies in education and hospitality show that instrumentality splits into extrinsic (pay/promotion) and intrinsic (recognition/training/autonomy) channels

[11]

. In higher-resource or professionalized contexts, intrinsic instrumentality (e.g., performance → professional development) can sustain long-term motivation; in resource-constrained settings extrinsic channels tend to dominate.

Cross-country evidence indicates valence weights shift with worker needs. In lower-income settings or where workers face economic insecurity, economic rewards carry particularly high valence; conversely, where economic needs are stable, intrinsic valence (meaning, recognition) plays a comparatively larger role

[38]

These theories illustrate the multidimensional nature of motivation among SHS cooks. SDT highlights the importance of autonomy and intrinsic satisfaction, Herzberg’s theory emphasizes the balance between motivators and hygiene factors, while Expectancy Theory underscores the perceived fairness and value of outcomes. The integration of these theories provides a comprehensive lens for analyzing how intrinsic and extrinsic motivators influence the performance of cooks in educational institutions.

3. Conceptual Issues

Employee motivation is widely acknowledged as a crucial determinant of job performance, particularly in labor-intensive and service-oriented sectors such as hospitality and education. The conceptual framework for this study integrates intrinsic and extrinsic motivational factors with socio-demographic characteristics to explain their combined effect on the performance of cooks in Senior High Schools (SHSs) in the Cape Coast Metropolis.

3.1. Intrinsic Motivational Factors

Intrinsic motivation derives from psychological fulfillment and personal satisfaction in the workplace. Elements such as recognition, autonomy, opportunities for growth, and a sense of accomplishment have been shown to significantly improve employee commitment and performance

[32]

. In the context of SHS cooks, intrinsic motivators include acknowledgment of their contributions by school authorities, involvement in decision-making regarding meal preparation, and opportunities for training.

Recent international studies underscore the importance of intrinsic motivational factors such as autonomy, competence, relatedness, emotional leadership, and supportive supervision. For instance, a meta-analysis of over 21,000 participants revealed that leadership styles which empower and ethically support employees are strong predictors of intrinsic motivation, whereas abusive supervision undermines it

[34]

. Another study of inquiry-based learning in secondary school science found that student autonomy in experiments and competence in tasks significantly boost intrinsic motivation

[26]

. In workplace learning settings, perceived leader support of autonomy, strong relationships, and competence are associated with increased autonomous (intrinsic) motivation

[25, 44]

. These findings suggest that in the Ghana School Feeding context, intrinsic motivators like being given more responsibility, feedback, recognition, and training may enhance performance beyond what extrinsic motivators alone can achieve.”

3.2. Extrinsic Motivational Factors

Extrinsic motivation arises from tangible rewards and working conditions. Factors such as salary, job security, incentives, supervision, and workplace safety have a direct effect on employee effort and retention

[4, 28]

. For SHS cooks, timely remuneration, provision of adequate cooking facilities, and supportive management are vital extrinsic motivators. Where these are inadequate, morale and performance are negatively impacted

[31]

Recent empirical reviews and studies find that linking pay to measurable performance can raise short-term output, but results vary by design (size of incentive, measurability of tasks, monitoring) and by context; poorly designed schemes can harm cooperation or crowd out intrinsic motives

[14]

. A recent systematic/Meta review and empirical papers examine when pay-for-performance helps and when it backfires

[16]

Empirical reviews of teacher incentives and other public-sector performance bonuses show modest average gains in targeted outcomes (test scores, measured outputs) but heterogeneous effects: some settings produce strong gains while others show little effect, often because of limited monitoring, weak measurement, or payment delays

[13]

. World Bank and academic trial summaries emphasis careful design and credible, timely payments as crucial

[46]

Recent experiments (e.g., incentivized online teacher training) find that combining financial incentives with capacity-building/training often improves uptake and performance more than either alone because extrinsic rewards increase short-run participation while training builds skills for sustained performance

[20]

Management and HR research stresses that reliability and transparency of reward delivery (timely payments, clear rules) matter more than absolute reward size in many contexts; unpredictable or late pay undermines instrumentality and reduces the effectiveness of extrinsic incentives. Practitioner summaries and academic pieces highlight this as a key design principle

[21]

In low- and middle-income countries, evaluations and program reports note frequent constraints (budget shortfalls, payment arrears, logistical problems) that blunt the impact of extrinsic incentives for example, school meal programmes or caterer payments delayed by administrative bottlenecks reduce caterers’ ability to procure inputs and demotivate staff

[47]

. Ghana’s school-feeding policy discussions and evaluations repeatedly flag chronic arrears and funding uncertainty as an implementation risk

[17]

3.3. Socio-Demographic Factors and Motivation

Individual characteristics such as age, gender, educational level, and years of work experience can influence how employees perceive motivation and translate it into job performance

[2]

. For example, younger cooks may prioritize financial incentives, while older or more experienced workers may value recognition and job security.

Recent international work suggests that socio-demographic characteristics such as age, gender, education level, tenure, and training background play an important moderating or direct role in motivational processes. For example, a study of international students in Taiwan found that academic discipline, gender, and year of study significantly predict variation in self-efficacy, test anxiety, and intrinsic/extrinsic motivation across students

[21]

. Similarly, among primary health service practitioners in China, level of education and age were significant determinants of how motivational factors influence job satisfaction

[22]

. In the public sector in Morocco, those with more education and greater length of service responded differently to intrinsic vs. extrinsic motivators in relation to their performance. These findings imply that in Ghana’s school feeding context, socio-demographic variables such as cooks’ education, age, years of service, and gender likely moderate how intrinsic and extrinsic motivators impact job performance and satisfaction. Thus, research should not only test main effects of motivation, but also interaction effects with socio-demographics to better understand variation across cooks.”

3.4. Job Performance and Motivation

Job performance in this study is conceptualized as the ability of cooks to consistently deliver safe, nutritious, and well-prepared meals to students and staff, thereby contributing to health, concentration, and overall academic outcomes. Recent evidence shows that motivated employees are more productive, adhere to quality standards, and demonstrate lower turnover intentions

[7, 32]

The framework posits that intrinsic and extrinsic motivational factors directly influence the job performance of SHS cooks, while socio-demographic factors moderate these relationships. For instance, poor extrinsic conditions (e.g., low pay or inadequate resources) may reduce the positive impact of intrinsic motivation, whereas supportive management and recognition may enhance the effect of extrinsic rewards on performance.

“Recent international research confirms a robust positive relationship between motivation and job performance. For instance, a study in Morocco found that both intrinsic and extrinsic motivational factors significantly predict job performance among public sector employees, and that incentive systems (extrinsic motivators) particularly influence immediate output

[40, 39]

Similarly, a large meta-analysis drawing on the Job Demands-Resources model showed that public service motivation correlates positively with in-role and extra-role performance across many types of institutions and countries, provided job/personal resources are adequate and hindrance demands minimal

[12]

. In university settings in China, non-monetary motivators such as recognition and favorable working conditions were strong predictors of both financial and non-financial performance outcomes. These findings imply that in the Ghanaian school-feeding context, job performance among cooks will be higher when motivation (both extrinsic and intrinsic) is supported by reliable incentives, non-monetary rewards, and reduced hindrance demands.”

4. Methodology

The study employed a descriptive cross-sectional design to investigate the effects of motivation on the job performance of cooks in Senior High Schools (SHSs) within the Cape Coast Metropolis. A cross-sectional approach was chosen because it allows the collection of quantitative data from a specific population at a single point in time, providing insights into existing conditions and relationships between variables

[32]

. A quantitative approach was adopted to systematically describe existing conditions and identify patterns and associations between extrinsic and intrinsic factors and job performance among the cooks.

The research was conducted in selected SHSs in the Cape Coast Metropolis, Central Region of Ghana. The study population comprised all cooks employed in the school feeding units of these institutions. According to records from the Ghana Education Service, the estimated number of cooks in the SHS at the Cape Coast Metropolis is 150.

These cooks play an essential role in ensuring that students have access to nutritious meals, yet they often face motivational challenges related to working conditions, remuneration, and recognition

[31]

The sample size was determined using the

[29]

formula for finite populations. From an estimated population of 150 SHS cooks across the Metropolis, a sample of 108 respondents was calculated as representative. A purposive sampling technique was used to select respondents who met the inclusion criteria of being actively employed as cooks in SHSs and willing to participate.

The purposive sampling technique to select participants, allowed for in-depth exploration of cooks with relevant experiences. However, reliance on purposive sampling limited the extent to which findings was generalized to the broader population. The results was therefore interpreted with caution to reflect the perspectives of the potential respondents.

Primary data were collected using a structured questionnaire. The instrument comprised four sections: Socio-demographic characteristics (e.g., age, gender, educational level, and years of experience), intrinsic motivation factors (e.g., recognition, autonomy, opportunities for training), extrinsic motivation factors (e.g., salary, working conditions, supervision, and job security), and Job performance indicators (e.g., meal quality, adherence to nutritional standards, punctuality, and overall productivity).

The questionnaire adopted a five-point Likert scale ranging from 1 = Strongly Disagree to 5 = Strongly Agree. Items were adapted from validated instruments used in recent studies on employee motivation and performance in the Ghanaian hospitality and education sectors

[4, 32]

Permission was obtained from school authorities before administering the questionnaire. Data collection was conducted during working hours with strict adherence to ethical protocols. Informed consent was obtained from each participant, and respondents were assured of confidentiality and anonymity.

5. Results and Discussion

5.1. Socio-Demographic Characteristics of Respondents

Out of the 108 cooks surveyed, the majority (57%) were female, while 43% were male. Most respondents (48%) were between 30–39 years of age, followed by 29% between 20–29 years. In terms of educational attainment, 40% had basic education, 35% had secondary education, and 25% had no formal education. Regarding work experience, 52% had served for more than five years, while 32% had between two and five years of experience.

5.2. Intrinsic Motivation Factors

Analysis revealed moderate to high levels of intrinsic motivation. Respondents strongly agreed that recognition of their efforts by school authorities motivated them (Mean = 3.92, SD = 0.87). Autonomy in preparing meals also scored relatively high (Mean = 3.75, SD = 0.91), while opportunities for training and skill development scored moderately (Mean = 3.42, SD = 0.96).

5.3. Extrinsic Motivation Factors

Extrinsic motivators were reported as weaker than intrinsic ones. Timely salary payment scored relatively low (Mean = 2.86, SD = 1.12), and many cooks reported dissatisfaction with the adequacy of cooking facilities (Mean = 2.94, SD = 1.04). However, supportive supervision from school authorities received higher ratings (Mean = 3.70, SD = 0.89).

5.4. Job Performance Indicators

Performance indicators suggested that most cooks consistently delivered meals on time (Mean = 4.12, SD = 0.81) and adhered to school feeding nutritional standards (Mean = 3.85, SD = 0.92). However, respondents highlighted that resource constraints occasionally limited the quality and variety of meals provided.

5.5. Relationship Between Intrinsic Factors and Job Performance Among Cooks in Senior High Schools in Cape Coast

H₀: There is no significant relationship between intrinsic factors and job performance among cooks in Senior High Schools in Cape Coast.

H₁: There is a significant relationship between intrinsic factors and job performance among cooks in Senior High Schools in Cape Coast.

Table 1. Pearson Correlation Coefficient intrinsic factors and job performance.

	IFIC	AJP
IFIC	1
AJP	.501^**	1

**. Correlation is significant at the 0.01 level (2-tailed).

A Pearson correlation coefficient was computed to determine the relationship between intrinsic factors and job performance among cooks in Senior High Schools in Cape Coast.

Firstly, the result indicates a significant positive relationship between intrinsic factors and job performance among cooks in Senior High Schools in Cape Coast, [r = (153) =.501, p <.001]. This implies that an increase in intrinsic factors would lead to a higher job performance among cooks in Senior High Schools in Cape Coast. Therefore, the null hypothesis was rejected and conclude that there is a significant relationship between intrinsic factors and job performance among cooks in Senior High Schools in Cape Coast.

Intrinsic factors such as recognition, autonomy, and a sense of contribution to students’ well-being were highly rated and significantly associated with job performance. This aligns with Self-Determination Theory, which emphasizes autonomy and competence as drivers of intrinsic motivation

[8]

. Similar studies in Ghana’s hospitality sector confirm that intrinsic factors sustain employee commitment even in resource-constrained settings

[7]

The study revealed that intrinsic motivational factors such as recognition, opportunities for skill development, and sense of accomplishment were positively associated with job performance among cooks in Senior High Schools in the Cape Coast Metropolis, although their influence was less pronounced than extrinsic factors. This aligns with Self-Determination Theory

[9]

, which posits that when individuals’ basic psychological needs for autonomy, competence, and relatedness are fulfilled, they experience higher intrinsic motivation and sustained engagement. In this study, cooks who felt recognized and capable of contributing meaningfully to student welfare demonstrated stronger performance, reflecting the role of competence and relatedness as motivational drivers.

These findings are consistent with international evidence. For instance, a meta-analysis of leadership and intrinsic motivation confirmed that supportive leadership styles transformational, ethical, and empowering foster intrinsic motivation, which in turn enhances performance outcomes

[50]

. Similarly, a study in Japan showed that medical residents’ intrinsic motivation was strengthened when they were granted autonomy, responsibility, and positive feedback, leading to improved learning and professional performance

[3]

. In the education sector, a 2023 meta-analysis of gamification interventions found that enhancing autonomy and relatedness significantly boosted intrinsic motivation and improved learning performance

[6]

. These findings corroborate the Ghanaian case, where cooks who received recognition and some level of autonomy in their work were more motivated to perform beyond routine duties

[28]

From the perspective of Expectancy Theory

[43]

, intrinsic outcomes such as pride in work, recognition, or skill development represent valued rewards (valence). However, their influence depends on the degree to which cooks perceive that effort will reliably lead to such intrinsic outcomes (instrumentality). In Ghanaian context, where structural constraints limit formal recognition and career pathways, intrinsic motivators may be undervalued or inconsistently delivered, thereby weakening their impact on performance. This observation mirrors findings from Morocco, where highly educated employees responded more strongly to intrinsic motivators, while those with lower education or longer tenure emphasized extrinsic stability

[11]

5.6. The Relationship Between Extrinsic Factors and Job Performance Among Cooks in Senior High Schools in Cape Coast

H₀: There is no significant relationship between extrinsic factors and job performance among cooks in Senior High Schools in Cape Coast.

H0₂: There is a significant relationship between extrinsic factors and job performance among cooks in Senior High Schools in Cape Coast.

Table 2. Pearson Correlation Coefficient for extrinsic factors and job performance.

	EFIC	AJP
EFIC	1
AJP	.662^**	1

**. Correlation is significant at the 0.01 level (2-tailed).

Pearson correlation coefficient of extrinsic factors and job performance was found to be moderately positive and statistically significant [r = (153) =.662, p <.001]. Hence the null hypothesis was not supported. This shows that an increase in extrinsic factors would also lead to a higher job performance among cooks in Senior High Schools in Cape Coast.

Extrinsic motivation, particularly salaries and working conditions, was rated poorly, echoing concerns raised in recent evaluations of the Ghana School Feeding Programme

[31]

. Despite the importance of extrinsic motivators in preventing dissatisfaction (Herzberg’s Two-Factor Theory), cooks expressed frustration with irregular remuneration and inadequate kitchen facilities. These findings align with

[4, 35]

, who reported that poor working conditions undermine morale in Ghana’s hospitality workforce.

Correlation and regression analysis revealed that both intrinsic and extrinsic motivation significantly influenced job performance (p < 0.05). Intrinsic motivation emerged as the strongest predictor of performance (β = 0.42, p < 0.01), followed by extrinsic motivation (β = 0.28, p < 0.05). The results indicate that motivation is a significant predictor of job performance among SHS cooks in Cape Coast Metropolis, consistent with findings in the broader hospitality and public service sectors in Ghana

[4, 7]

The results of this study revealed that extrinsic motivational factors such as timely wages, job security, and working conditions had a stronger and more consistent influence on cooks’ job performance in Senior High Schools within the Cape Coast Metropolis than intrinsic factors. This outcome is consistent with Expectancy Theory

[43]

, which holds that employees’ motivation is shaped by the value they attach to outcomes (valence) and the perceived reliability of the link between performance and those outcomes (instrumentality). In contexts where financial stability and adequate working conditions are not guaranteed, the valence of extrinsic rewards such as wages is heightened, making them primary determinants of performance.

Similarly, Herzberg’s Two-Factor Theory

[19]

distinguishes between hygiene factors (extrinsic conditions like pay, supervision, and environment) and motivators (intrinsic factors like achievement and recognition). Hygiene factors do not necessarily create satisfaction when present, but their absence leads to dissatisfaction and reduced performance. The prominence of extrinsic motivators in this study reflects the Ghanaian cooks’ dependence on wages and stable employment to meet basic needs, underscoring that improvements in extrinsic conditions are prerequisites for enhanced job performance.

These theoretical insights align with recent empirical findings. In Morocco

[11]

, demonstrated that extrinsic motivators, particularly incentive systems and remuneration, significantly enhanced job performance among public sector employees, while intrinsic motivators played a secondary but complementary role. In China,

[49]

found that both monetary and non-monetary extrinsic rewards (e.g., pay, working conditions, and recognition) were strongly associated with job performance among non-academic university staff, especially for financial outcomes. Likewise, a randomized field experiment in Bangladesh revealed that financial incentives for teachers significantly improved participation in training and subsequent performance, but only when payments were timely and credible

[6, 23]

. These studies corroborate the present findings, highlighting the importance of extrinsic rewards in shaping employee performance, particularly in resource-constrained settings.

However, international research also warns of design challenges. A meta-analysis of pay-for-performance schemes emphasized that while extrinsic incentives often boost measurable performance, inconsistent or delayed payments reduce their effectiveness and may even demotivate employees

[6, 41, 10]

. This is particularly relevant for Ghana, where the School Feeding Programme has been documented to face chronic delays in caterer payments, undermining cooks’ trust in the performance reward link. When instrumentality is weak, the motivational power of extrinsic rewards diminishes, as Expectancy Theory predicts.

5.7. The Relationship between Socio-Demographic Factors, Motivation and Job Performance

Table 3. Model Summary.

R	R Square	Adjusted R Square	Std. Error of the Estimate
.435^a	.187	.154	7.73745

Predictors: (Constant), Number of dependents (if any), Academic qualification/level, Gender, Marital status, Working experience, Age range

Dependent Variable: JP

Key statistics about the regression model used to evaluate the impact of number of dependents, academic qualification, gender, marital, status, working experience and age on job performance are shown in Table 3. The dependent variable (assessing job performance) and the predictors (number of dependents, academic qualification, gender, marital, status, working experience and age) have a significant positive association, as indicated by the correlation coefficient of 0.435.

The R Square value of 0.189 means that approximately 18.9% of the variability in assessing job performance is explained by the six predictors included in the model. The adjusted R Square value, which accounts for the number of predictors, is slightly lower at 0.156, still indicating a good fit for the model.

The standard error of the estimate, 7.72880, represents the average distance that the observed values fall from the regression line, suggesting the model's precision in predicting employee job satisfaction.

Table 4. ANOVA.

	Sum of Squares	Df	Mean Square	F	Sig.
Regression	2016.921	6	336.153	5.615	.000^b
Residual	8740.739	146	59.868
Total	10757.660	152

The ANOVA table further evaluates the model’s statistical significance. The regression sum of squares (2016.921) represents the variation in assessing job performance explained by the model, while the residual sum of squares (8740.739) accounts for the variation not explained by the model. The total sum of squares (10757.660) is the total variability in the dependent variable. With 6 degrees of freedom for the regression and 146 for the residual, the mean square values for regression and residuals are 336.153 and 59.868, respectively. The F-statistic, which tests the overall significance of the model, is 5.615. This F-value, coupled with a significance level (p-value) of 0.000, indicates that the regression model is significant and that the predictors together explain a significant portion of the variance in assessing job performance.

Table 5. Coefficient.

	Unstandardized Coefficients		Standardized Coefficients	T	Sig.	95.0% Confidence Interval for B
	B	Std. Error	Beta	T	Sig.	Lower Bound	Upper Bound
(Constant)	45.098	4.358		10.349	0.000	36.485	53.710
Gender	2.954	2.085	0.113	1.417	0.159	-1.167	7.074
Age range	2.623	1.025	0.310	2.559	0.012	0.597	4.649
Academic qualification/level	-1.725	0.573	-0.251	-3.009	0.003	-2.858	-0.592
Working experience	0.824	1.035	0.086	0.797	0.427	-1.221	2.869
Marital status	-3.828	1.053	-0.347	-3.637	0.000	-5.909	-1.748
Number of dependents (if any)	0.205	0.900	0.025	0.228	0.820	-1.573	1.984

Table 5 provides detailed information about the relationship between each predictor and the dependent variable. The constant term has an unstandardized coefficient (B) of 45.098, with a standard error of 4.358, and is highly significant (t = 10.349, p = 0.000). For gender, the unstandardized coefficient (B) is 2.954 with a standard error of 2.085, and it has no significant (t = 10.349, p = 0.159) impact on assessing job performance. For age range, the unstandardized coefficient (B) of 2.623 with a standard error of 1.025 signifying a significant (t = 2.559, p = 0.012) positive bond on assessing job performance, whiles academic qualification/ level has an unstandardized coefficient of -1.725 with a standard error of 0.573 indicating a significant (t = -3.009, p = 0.003) negative touch on assessing job performance. Also, working experience takes an unstandardized coefficient of 0.824 with a standard error of 1.035 which has no significant (t = 0.797, p = 0.427) effect on assessing job performance. Similarly, on marital status, the unstandardized coefficient (B) is -3.828 with a standard error of 1.053, and it has significant (t = -3.637, p = 0.000) negative impact on assessing job performance. Lastly, number of dependents (if any) has an unstandardized coefficient of 0.205 with a standard error of 0.900 indicating no significant (t = 0.228, p = 0.820) hint on assessing job performance.

Socio-demographic factors such as educational level and years of experience moderately influenced the relationship between motivation and performance.

The study revealed that socio-demographic factors such as age, education, and years of service influenced how cooks in Senior High Schools within the Cape Coast Metropolis responded to motivational drivers and how these, in turn, affected their job performance. For example, younger cooks tended to value opportunities for training and recognition, whereas older cooks placed greater emphasis on job security and timely remuneration. These patterns align with Expectancy Theory

[43]

, which posits that employees’ motivation depends on how strongly they value outcomes (valence) and whether they perceive performance as leading reliably to those outcomes (instrumentality). Younger workers, anticipating long-term benefits, often attribute higher valence to intrinsic rewards such as skill development, while older or long-serving workers may prioritize extrinsic stability, such as consistent pay, as their most valued outcome

[28, 37]

This interpretation is consistent with international empirical evidence. A study of public employees in Morocco found that higher education levels predicted stronger responsiveness to intrinsic motivators, while longer tenure was associated with a preference for extrinsic stability

[11, 33]

. Similarly, research among Chinese primary health practitioners demonstrated that younger and more educated employees had higher expectations of developmental opportunities, whereas older employees valued job stability

[48]

. These findings resonate with the present results, where cooks with more education valued training and recognition, while less educated cooks emphasized basic extrinsic needs.

Furthermore, the role of intrinsic and extrinsic motivation in shaping performance outcomes mirrors insights from Self-Determination Theory

[9]

. SDT highlights the importance of autonomy, competence, and relatedness as drivers of intrinsic motivation. In the current study, intrinsic motivators such as recognition and opportunities to apply skills were associated with enhanced performance, especially among more educated cooks. This aligns with international evidence, such as the meta-analysis of Public Service Motivation studies, which confirmed that intrinsic motivation is positively correlated with in-role and extra-role performance across diverse contexts

[50, 1]

At the same time, extrinsic motivation particularly timely wages and adequate working conditions proved highly significant for cooks’ performance. This supports Expectancy Theory’s proposition that extrinsic valence dominates when basic needs are unmet, a pattern also noted in cross-national research. For instance, employee motivation studies in Chinese universities showed that non-monetary factors such as recognition influenced performance, but extrinsic conditions remained foundational

[49]

. For Ghana, the recurring issue of delayed caterer payments in the School Feeding Programme reduces instrumentality, thereby limiting the effectiveness of extrinsic motivators unless reforms ensure predictability

[17, 12]

6. Conclusions and Recommendations

The study investigated the effect of motivation on the job performance of cooks in Senior High Schools (SHSs) within the Cape Coast Metropolis. The findings highlight that both intrinsic and extrinsic motivational factors significantly influence performance, though extrinsic factors such as wages, job security, and working conditions were stronger predictors than intrinsic ones. While recognition, autonomy, and opportunities for professional development contributed to job satisfaction, their impact was limited by inadequate financial incentives and insufficient facilities.

Socio-demographic factors such as education level and years of experience moderated the relationship between motivation and performance. Cooks with higher education levels responded more positively to intrinsic motivators, whereas those with lower education levels prioritized extrinsic rewards. Despite these differences, the overall performance of cooks was commendable, with most adhering to food preparation standards and contributing to the effectiveness of the school feeding programme.

The study concludes that improving motivation among SHS cooks requires a dual strategy: addressing extrinsic challenges that directly affect morale and productivity while simultaneously strengthening intrinsic motivators to foster long-term commitment. Without timely remuneration, adequate resources, and supportive management, intrinsic motivation alone may not sustain high levels of performance.

Based on the study’s findings, the following recommendations are proposed:

Government and school administrators should ensure that cooks receive adequate and timely wages. This will reduce financial stress, boost morale, and enhance productivity.

Investment in cooking infrastructure, tools, and safe working environments is critical to supporting cooks in delivering high-quality meals.

Clear employment terms, regular contracts, and supportive supervision should be implemented to reduce uncertainty and increase commitment among SHS cooks.

Cooks should be recognized for their contributions through awards, commendations, and opportunities for professional training. Capacity-building initiatives, such as short courses in food safety and nutrition, can enhance intrinsic motivation.

Policymakers should design motivation strategies that consider the varying needs of cooks. For example, younger and less-educated staff may prioritize financial rewards, while experienced staff may value recognition and autonomy.

The Ghana School Feeding Programme should integrate employee motivation strategies into its framework, ensuring that human resource concerns such as pay, training, and supervision are prioritized alongside food provision.

Abbreviations

ANOVA	Analysis of Variance
GH¢	Ghana Cedi
GES	Ghana Education Service
MOE	Ministry of Education
SHS	Senior High School
SPSS	Statistical Package for the Social Sciences

Author Contributions

Samuel Otoo: Conceptualization, Methodology, Validation, Formal analysis, Resources, Data curation, Writing-original draft, Preparation supervision

Mary Adu Boakye: Conceptualization, Methodology, Investigation, Data curation, Resources

Marvel Hinson: Conceptualization, Writing-review and editing, Visualization, Data curation, Resources

Funding

This research received no external funding.

Conflicts of Interest

The authors declare no conflict of interest.” “No funders had any role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results”.

References

[1]	Abbas, M., et al. (2023). Motivation and job satisfaction among teachers and health workers: Testing Herzberg’s theory in low-resource settings. International Journal of Human Resource Studies, 13(2), 45–62.
[2]	Agbozo, F., Ocansey, R., Atito, P., & Abubakari, A. (2021). Maternal socio-demographic factors influence dietary intake and nutritional status of lactating women in urban Ghana. Journal of Nutritional Science, 10, e5. https://doi.org/10.1017/jns.2021.3
[3]	Alrawadieh, Z., & Cifci, M. A. (2022). Work motivation in hospitality: Revisiting Herzberg’s theory in the 21st century. Journal of Hospitality and Tourism Management, 51, 45–56.
[4]	Amissah, E. F., Gamor, E., Deri, M., & Amissah, A. (2021). Motivation and employee performance in Ghana’s hospitality industry. African Journal of Hospitality, Tourism and Leisure, 10(1), 45–58.
[5]	Bandhu D. (2024). Theories of motivation: A comprehensive analysis (recent review covering expectancy theory updates).
[6]	Bardach, L. (2025). The role of rewards in motivation — Beyond dichotomies (meta-analytic review). [journal].
[7]	Boateng, J. (2022). Service quality and employee motivation in Ghana’s hospitality sector: Emerging trends and challenges. International Journal of Contemporary Hospitality Management, 34(9), 2901–2919. https://doi.org/10.1108/IJCHM-09-2021-1115
[8]	Center for Global Development / policy pieces on Ghana School Feeding Programme — chronic arrears & implementation risks (2023).
[9]	Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
[10]	Dunlop P. D., et al. (2022). Valence, Instrumentality, Expectancy, and Ability as Determinants of Faking (Journal article on role of valence and instrumentality).
[11]	Elamalki, D., Kaddar, A., & Beniich, N. (2024). Impact of motivation on the job performance of public sector employees: the case of Morocco. Future Business Journal, 10, 53.
[12]	Fostering Secondary School Science Students’ Intrinsic Motivation by Inquiry-based Learning” (2023). Research in Science Education, 54, 339-358.
[13]	Gagné, M., Parker, S. K., et al. (2022). Understanding and shaping the future of work with self-determination theory. Nature Reviews Psychology / research synthesis.
[14]	. Garas, L., Aziz, S., Wuensch, K., & Waterwall, B. (2023). Motivational drivers of heavy work investment: intercultural comparison between USA and Egypt. International Journal of Workplace Health Management, 16(5/6), 379-395.
[15]	Gayef, H., Çaylan, S., & Temiz, G. (2025). Learning motivation among international students: the role of demographic factors. BMC Psychology, Article 32.
[16]	Gelli, A., et al. (2019). A School Meals Program Implemented at Scale in Ghana: Impact on anthropometry and program implementation. Food & Nutrition Bulletin / PLOS/PMC. (Contextual background cited in Ghana program literature).
[17]	Ghana School Feeding Programme — program reports and evaluations (funding, logistics, and implementation constraints). Global Child Nutrition Foundation / GSFP reports (2021; updated 2024). gcnf.org+1.
[18]	Global Child Nutrition Foundation — Ghana school meals report (2024).
[19]	Herzberg, F. (1966). Work and the Nature of Man. Cleveland: World Publishing.
[20]	Institute for Educational Planning and Administration (IEPA) & CGD (2023). Reflecting on Implementation Dynamics in the Ghana School Feeding Programme (implementation/resilience report).
[21]	Kim, H., & Park, S. (2024). Cross-cultural perspectives on Herzberg’s Two-Factor Theory. Journal of Cross-Cultural Psychology, 55(3), 275–294.
[22]	Laguerre, R. A., & Barnes-Farrell, J. L. (2024). Bringing Self-Determination Theory to the Forefront: Examining How Human Resource Practices Motivate Employees of All Ages to Succeed. Journal of Business and Psychology, 40(1), 1-37.
[23]	Le A. T. T. (2024). Intrinsic and Extrinsic Factors as Motivation Roles in [Vietnam higher-education/hospitality]. SAGE Open (empirical study disaggregating intrinsic/extrinsic instrumentality). SAGE Journals.
[24]	Li, J. (2025). Performance-based payments and intrinsic motivation: crowding out evaluation. PMC article.
[25]	Liguori, J., Mensah, J., et al. (2024). Nutritional quality and diversity in Ghana's school feeding: implications for caterers and training. BMC Nutrition.
[26]	Liu W., et al. (2022). The Impact of Incentives on Job Performance, Business and Employee Outcomes (uses Vroom Expectancy Theory).
[27]	McAnally, K. (2024). Self-Determination Theory and workplace outcomes: A review. Behav Sci, 14(6), 428.
[28]	Mensah, J., & Asare, K. (2021). Motivation and job performance among public sector workers in Ghana: The mediating role of job satisfaction. Journal of African Business, 22(3), 432–450. https://doi.org/10.1080/15228916.2020.1864632
[29]	Morgan, K. (1970). Sample size determination using Krejcie and Morgan table. Kenya Projects Organization (KENPRO), 38(1970), 607-610.
[30]	Nguyen, T., et al. (2025). Bundled motivation interventions in workplaces: Integrating hygiene and motivators. Human Resource Development Quarterly, 36(1), 22–39.
[31]	Osei, R., Adu, P., & Abrokwah, E. (2022). Challenges of the Ghana School Feeding Programme: Implications for nutrition and food service delivery. African Journal of Food, Agriculture, Nutrition and Development, 22(4), 18234–18250. https://doi.org/10.18697/ajfand.112.22334
[32]	Owusu, S., & Ankomah, F. (2023). Intrinsic versus extrinsic motivation: Insights from employees in Ghana’s hospitality industry. Journal of Human Resource and Sustainability Studies, 11(2), 55–68. https://doi.org/10.4236/jhrss.2023.112005
[33]	Park, S., & Kong, D. (2024). Pay-for-Performance design and employee stress / performance: Practitioner review. Harvard Business Review (practitioner synthesis).
[34]	Permzadian V., et al. (2024). Assessing the predictive validity of expectancy theory for academic contexts — empirical study on instrumentality/expectancy measures.
[35]	Renard, M., & Snelgar, R. J. (2020). How can work be designed to be intrinsically rewarding? Insights from employee motivation research. SA Journal of Industrial Psychology, 46(1), 1–12. https://doi.org/10.4102/sajip.v46i1.1739
[36]	Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
[37]	Sociodemographic characteristics, occupational characteristics, motivational factors, and job satisfaction among primary health service practitioners (2025). BMC Primary Care, 26, 24. https://bmcprimcare.biomedcentral.com/articles/10.1186/s12875-025-02714-3
[38]	Surugiu, C., Surugiu, M.-R., Grădinaru, C., & Grigore, A.-M. (2025). Factors Motivating Generation Z in the Workplace: Managerial Challenges and Insights. Administrative Sciences, 15(1), Article 29.
[39]	The Impact of Intrinsic Motivation on the Sustainable Extra-Role Performance with the Mediating Role of Job Engagement.” Sustainability, 16(17), 7643.
[40]	The Relationship Between Perceived Leader Support and Autonomous Motivation to Learn in the Workplace” (2025). Vocations and Learning, Article 16.
[41]	Velghe, C., et al. (2024). PROTOCOL: Employee work motivation, effort, and merit pay — systematic review. Campbell Collaboration / Wiley.
[42]	Venketsamy, A., & Lew, C. (2024). Intrinsic and extrinsic reward synergies for innovative work behavior among South African knowledge workers. Personnel Review, 53(1), 1-17.
[43]	Vroom, V. H. (1964). Work and motivation. John Willey & Sons.
[44]	Wan, J., Zhou, W., Qin, M., et al. (2022). The impact of emotional leadership on Chinese subordinates’ work engagement: role of intrinsic motivation and traditionality. BMC Psychology, 10, 323.
[45]	Wang, Y., et al. (2024). A systematic review and meta-analysis of SDT interventions (education & workplace). Self-Determination Theory repository.
[46]	World Bank / randomized evaluations on teacher incentives (overview). Teacher Performance-Based Incentives and Learning Inequality (2023/ongoing trials).
[47]	World Food Programme. (2024). State of School Feeding Worldwide. WFP research synthesis and programme guidance.
[48]	Wu, J., Qi, S., & Zhong, Y. (2022). Intrinsic motivation, need for cognition, grit, growth mindset and academic achievement in high school students: latent profiles and its predictive effects.
[49]	Xia, W., et al. (2024). Employee Motivation and Job Performance of Non-Academic Staff in Chinese Universities. Societies, 15(8), 227. https://www.mdpi.com/2075-4698/15/8/227
[50]	Zhou, E., et al. (2024). The Antecedents and Outcomes of Public Service Motivation: A Meta-Analysis Using the Job Demands-Resources Model. Behavioral Sciences, 14(10), 861. https://pubmed.ncbi.nlm.nih.gov/39457733

Cite This Article

Plain Text BibTeX RIS

APA Style

Otoo, S., Boakye, M. A., Hinson, M. (2025). Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis. International Journal of Hospitality & Tourism Management, 9(2), 137-148. https://doi.org/10.11648/j.ijhtm.20250902.17

Copy | Download

ACS Style

Otoo, S.; Boakye, M. A.; Hinson, M. Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis. Int. J. Hosp. Tour. Manag. 2025, 9(2), 137-148. doi: 10.11648/j.ijhtm.20250902.17

Copy | Download

AMA Style

Otoo S, Boakye MA, Hinson M. Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis. Int J Hosp Tour Manag. 2025;9(2):137-148. doi: 10.11648/j.ijhtm.20250902.17

Copy | Download

@article{10.11648/j.ijhtm.20250902.17,
  author = {Samuel Otoo and Mary Adu Boakye and Marvel Hinson},
  title = {Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis
},
  journal = {International Journal of Hospitality & Tourism Management},
  volume = {9},
  number = {2},
  pages = {137-148},
  doi = {10.11648/j.ijhtm.20250902.17},
  url = {https://doi.org/10.11648/j.ijhtm.20250902.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijhtm.20250902.17},
  abstract = {Employee motivation is a critical determinant of job performance, particularly in service-oriented sectors such as education and hospitality. Within Ghana’s Senior High Schools (SHSs), cooks play an essential role in the school feeding programme by ensuring the preparation and delivery of nutritious meals, which directly influence student health and learning outcomes. Despite their importance, little scholarly attention has been devoted to understanding the factors that motivate cooks and how these influence their job performance. This study therefore examined the effects of intrinsic and extrinsic motivation on the performance of cooks in SHSs within the Cape Coast Metropolis. A descriptive cross-sectional research design was employed, involving a sample of 108 cooks selected purposively from various SHSs. Data were collected through structured questionnaires comprising items on socio-demographic characteristics, intrinsic and extrinsic motivational factors, and job performance indicators. Descriptive statistics were used to summarize the data, while regression analysis tested the relationship between motivational factors and performance outcomes. The findings revealed that extrinsic motivation, particularly wages, job security, and working conditions, exerted a stronger influence on job performance compared to intrinsic factors such as recognition, autonomy, and professional growth. Nonetheless, intrinsic motivators were found to enhance long-term commitment and job satisfaction when extrinsic needs were adequately met. Socio-demographic characteristics, including education level and years of experience, moderated the impact of motivation, with more educated cooks responding positively to intrinsic motivators while less educated cooks prioritized extrinsic rewards. The study concludes that sustaining high levels of performance among SHS cooks requires a balanced strategy that addresses both extrinsic and intrinsic motivational needs. It recommends timely payment of wages, improved working conditions, enhanced recognition, and opportunities for career development. Strengthening motivation among SHS cooks has the potential to improve the effectiveness of the school feeding programme, thereby contributing to improved student welfare and educational outcomes in Ghana.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis

AU  - Samuel Otoo
AU  - Mary Adu Boakye
AU  - Marvel Hinson
Y1  - 2025/10/10
PY  - 2025
N1  - https://doi.org/10.11648/j.ijhtm.20250902.17
DO  - 10.11648/j.ijhtm.20250902.17
T2  - International Journal of Hospitality & Tourism Management
JF  - International Journal of Hospitality & Tourism Management
JO  - International Journal of Hospitality & Tourism Management
SP  - 137
EP  - 148
PB  - Science Publishing Group
SN  - 2640-1800
UR  - https://doi.org/10.11648/j.ijhtm.20250902.17
AB  - Employee motivation is a critical determinant of job performance, particularly in service-oriented sectors such as education and hospitality. Within Ghana’s Senior High Schools (SHSs), cooks play an essential role in the school feeding programme by ensuring the preparation and delivery of nutritious meals, which directly influence student health and learning outcomes. Despite their importance, little scholarly attention has been devoted to understanding the factors that motivate cooks and how these influence their job performance. This study therefore examined the effects of intrinsic and extrinsic motivation on the performance of cooks in SHSs within the Cape Coast Metropolis. A descriptive cross-sectional research design was employed, involving a sample of 108 cooks selected purposively from various SHSs. Data were collected through structured questionnaires comprising items on socio-demographic characteristics, intrinsic and extrinsic motivational factors, and job performance indicators. Descriptive statistics were used to summarize the data, while regression analysis tested the relationship between motivational factors and performance outcomes. The findings revealed that extrinsic motivation, particularly wages, job security, and working conditions, exerted a stronger influence on job performance compared to intrinsic factors such as recognition, autonomy, and professional growth. Nonetheless, intrinsic motivators were found to enhance long-term commitment and job satisfaction when extrinsic needs were adequately met. Socio-demographic characteristics, including education level and years of experience, moderated the impact of motivation, with more educated cooks responding positively to intrinsic motivators while less educated cooks prioritized extrinsic rewards. The study concludes that sustaining high levels of performance among SHS cooks requires a balanced strategy that addresses both extrinsic and intrinsic motivational needs. It recommends timely payment of wages, improved working conditions, enhanced recognition, and opportunities for career development. Strengthening motivation among SHS cooks has the potential to improve the effectiveness of the school feeding programme, thereby contributing to improved student welfare and educational outcomes in Ghana.

VL  - 9
IS  - 2
ER  -

Copy | Download

Author Information

Samuel Otoo

Department of Hospitality Management, Cape Coast Technical University, Cape Coast, Ghana

Contact Email

http://orcid.org/0000-0002-6649-3851
Mary Adu Boakye

Department of Hospitality Management, Cape Coast Technical University, Cape Coast, Ghana

Contact Email

http://orcid.org/0009-0007-5867-3389
Marvel Hinson

Department of Hospitality Management, Cape Coast Technical University, Cape Coast, Ghana

Contact Email

http://orcid.org/0009-0003-2631-4630

Download PDF

Submit an Article

Plain Text BibTeX RIS

APA Style

Otoo, S., Boakye, M. A., Hinson, M. (2025). Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis. International Journal of Hospitality & Tourism Management, 9(2), 137-148. https://doi.org/10.11648/j.ijhtm.20250902.17

Copy | Download

ACS Style

Otoo, S.; Boakye, M. A.; Hinson, M. Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis. Int. J. Hosp. Tour. Manag. 2025, 9(2), 137-148. doi: 10.11648/j.ijhtm.20250902.17

Copy | Download

AMA Style

Otoo S, Boakye MA, Hinson M. Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis. Int J Hosp Tour Manag. 2025;9(2):137-148. doi: 10.11648/j.ijhtm.20250902.17

Copy | Download

@article{10.11648/j.ijhtm.20250902.17,
  author = {Samuel Otoo and Mary Adu Boakye and Marvel Hinson},
  title = {Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis
},
  journal = {International Journal of Hospitality & Tourism Management},
  volume = {9},
  number = {2},
  pages = {137-148},
  doi = {10.11648/j.ijhtm.20250902.17},
  url = {https://doi.org/10.11648/j.ijhtm.20250902.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijhtm.20250902.17},
  abstract = {Employee motivation is a critical determinant of job performance, particularly in service-oriented sectors such as education and hospitality. Within Ghana’s Senior High Schools (SHSs), cooks play an essential role in the school feeding programme by ensuring the preparation and delivery of nutritious meals, which directly influence student health and learning outcomes. Despite their importance, little scholarly attention has been devoted to understanding the factors that motivate cooks and how these influence their job performance. This study therefore examined the effects of intrinsic and extrinsic motivation on the performance of cooks in SHSs within the Cape Coast Metropolis. A descriptive cross-sectional research design was employed, involving a sample of 108 cooks selected purposively from various SHSs. Data were collected through structured questionnaires comprising items on socio-demographic characteristics, intrinsic and extrinsic motivational factors, and job performance indicators. Descriptive statistics were used to summarize the data, while regression analysis tested the relationship between motivational factors and performance outcomes. The findings revealed that extrinsic motivation, particularly wages, job security, and working conditions, exerted a stronger influence on job performance compared to intrinsic factors such as recognition, autonomy, and professional growth. Nonetheless, intrinsic motivators were found to enhance long-term commitment and job satisfaction when extrinsic needs were adequately met. Socio-demographic characteristics, including education level and years of experience, moderated the impact of motivation, with more educated cooks responding positively to intrinsic motivators while less educated cooks prioritized extrinsic rewards. The study concludes that sustaining high levels of performance among SHS cooks requires a balanced strategy that addresses both extrinsic and intrinsic motivational needs. It recommends timely payment of wages, improved working conditions, enhanced recognition, and opportunities for career development. Strengthening motivation among SHS cooks has the potential to improve the effectiveness of the school feeding programme, thereby contributing to improved student welfare and educational outcomes in Ghana.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Assessing the Effect of Motivation on Job Performance Among Cooks in Senior High Schools at the Cape Coast Metropolis

AU  - Samuel Otoo
AU  - Mary Adu Boakye
AU  - Marvel Hinson
Y1  - 2025/10/10
PY  - 2025
N1  - https://doi.org/10.11648/j.ijhtm.20250902.17
DO  - 10.11648/j.ijhtm.20250902.17
T2  - International Journal of Hospitality & Tourism Management
JF  - International Journal of Hospitality & Tourism Management
JO  - International Journal of Hospitality & Tourism Management
SP  - 137
EP  - 148
PB  - Science Publishing Group
SN  - 2640-1800
UR  - https://doi.org/10.11648/j.ijhtm.20250902.17
AB  - Employee motivation is a critical determinant of job performance, particularly in service-oriented sectors such as education and hospitality. Within Ghana’s Senior High Schools (SHSs), cooks play an essential role in the school feeding programme by ensuring the preparation and delivery of nutritious meals, which directly influence student health and learning outcomes. Despite their importance, little scholarly attention has been devoted to understanding the factors that motivate cooks and how these influence their job performance. This study therefore examined the effects of intrinsic and extrinsic motivation on the performance of cooks in SHSs within the Cape Coast Metropolis. A descriptive cross-sectional research design was employed, involving a sample of 108 cooks selected purposively from various SHSs. Data were collected through structured questionnaires comprising items on socio-demographic characteristics, intrinsic and extrinsic motivational factors, and job performance indicators. Descriptive statistics were used to summarize the data, while regression analysis tested the relationship between motivational factors and performance outcomes. The findings revealed that extrinsic motivation, particularly wages, job security, and working conditions, exerted a stronger influence on job performance compared to intrinsic factors such as recognition, autonomy, and professional growth. Nonetheless, intrinsic motivators were found to enhance long-term commitment and job satisfaction when extrinsic needs were adequately met. Socio-demographic characteristics, including education level and years of experience, moderated the impact of motivation, with more educated cooks responding positively to intrinsic motivators while less educated cooks prioritized extrinsic rewards. The study concludes that sustaining high levels of performance among SHS cooks requires a balanced strategy that addresses both extrinsic and intrinsic motivational needs. It recommends timely payment of wages, improved working conditions, enhanced recognition, and opportunities for career development. Strengthening motivation among SHS cooks has the potential to improve the effectiveness of the school feeding programme, thereby contributing to improved student welfare and educational outcomes in Ghana.

VL  - 9
IS  - 2
ER  -

Copy | Download