nd key to improving quality in any educational system (Afe, 2001; Stuart, 2002). This paper focuses on the third world country of Ghana where according to Bame 1992 and Akoto-Danso (2006) teachers are often in short supply. Akoto-Danso documented that enrollment into basic schools in Ghana has gone up by 17% from 3.7 million to a record of 4.3 million.
             However, he noted that such increase has not been matched by the number of trained teachers leaving a deficit of 17,000 teachers required to fill the gaps across the country. Therefore implementing performance-related pay system is very important to stop the exodus of teachers in Ghana. Therefore this study has been done to look at implementing performance-related pay: views from selected teachers in Tema.
             Before the 1980's the majority of civil services in OECD countries had salary systems which rewarded the job position regardless of the performance of the position holder. The system was based on job evaluations linked to the job description and grades by using different techniques such as analytical and non-analytical methods or some combination of both. The system was supplemented by an emphasis on seniority and length of service as the basis for career advancement. In the late 1980's and in the 1990's a number of countries sought to reduce the weight of length-of-service and job evaluation by introducing, or increasing, the importance in pay of the element of individual or group performance.
             There was a tendency to change payment systems in some countries during the 1990's through experimenting with performance-related pay. At the forefront of adopting various types of performance-related pay schemes were the Netherlands, New Zealand and the United Kingdom. Austria, Australia, Denmark, Finland, France, Germany, Norway and Spain have also made some moves in that direction. For a long time, Canada and the United States have had performance-related pay for senior publi...