Quality of education has become the priority of many education systems, including that of Ghana. Until now, little attention has been paid to teachers and their motivation to ensure quality teaching and improve learning outcomes. This conceptual article critically examines and analyzes the context of teacher motivation and professional practice in the education system of Ghana. The aim of this article is to become less ethnocentric and not imminently criticize a familiar system, but to find solutions and examine current problems in the Ghanaian education system. The discussions in this thematic analysis paper will focus on the historical context of Ghana, followed by the conditions that cause a lack of motivation among public high school teachers as well as the efforts put in place to address the existing challenges. The course will be an explanation of postcolonial theoretical concepts and how they are involved in teaching. The paper concludes with some future directions for improving the conditions of teachers, in order to improve the quality of professionalism and motivation of teachers in Ghana. In order to critically analyze and identify the problems of teacher motivation in public high schools in Ghana, it is essential to briefly elaborate and analyze the historical context of Ghana as a post-colonial developing country. In this article, a postcolonial developing country seeks to perceive Ghana as a nation striving for independence from the Western world. According to Boahen (1975), Ghana was formerly under British colonial rule until 1957 when it gained political independence. Before this period, the governance of the Gold Coast (now Ghana) was taken over by the British and governed by a system called indirect rule (...... middle of paper ...... capable of both attracting and retaining people of high academic quality into the teaching profession in Ghana This article has addressed many current issues related to teacher motivation in the education system of Ghana. education and addressed and answered the following questions: What are the working conditions that cause a lack of motivation among public high school teachers in Ghana How to analyze teacher motivation in the Ghanaian context using postcolonial theoretical concepts? and conclude with some recommendations that can lead to improvements in teacher conditions and motivation in Ghana, if teachers are motivated, they can feel responsible and committed to their profession. A high sense of responsibility and professional commitment could thus improve student learning outcomes..