Quality teaching has become the focus of many education systems, including that of Ghana, so far little attention has been given to teachers and their motivation in ensuring quality teaching and improving outcomes of learning. This conceptual paper critically examines and analyzes the context of teacher motivation and professional practice in the Ghanaian education system. The purpose of this article is to become less ethnocentric and not immediately criticize a family system, but to find solutions and examine current issues in Ghana's education system. The discussions in this thematic analysis paper will focus on the historical context of Ghana followed by the conditions that are causing a lack of motivation among public high school teachers, as well as efforts put in place to address the existing challenges. The process will be an explanation of postcolonial theoretical concepts and their involvement 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 issues 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 struggling to achieve independence from the Western world. According to Boahen (1975), Ghana was once under British colonial rule until 1957, when it gained political independence. Prior to this period, the government of the Gold Coast (now Ghana) was taken over by the British and ruled through a system called indirect rule (...... middle of the paper...... capable of both attracting and retaining of high academic quality people in the teaching profession in Ghana. This article has addressed many current issues relating to teacher motivation in the Ghanaian education system and has identified the historical context of the Ghanaian education system and addressed and answered the questions: What It is the working conditions that are causing a lack of motivation among public high school teachers in Ghana How teacher motivation in the Ghanaian context can be analyzed using post-colonial theoretical concepts and concludes with some recommendations that can lead to improvements in teachers' conditions and motivation in Ghana, if teachers are motivated, they can feel responsible and committed to their profession. Consequently, a high sense of responsibility and professional commitment could improve students' learning outcomes.