The Asantehene, Otumfuo Osei Tutu II, has appealed to chiefs to appreciate the work of teachers in their communities and show gratitude to them.
He said periodic visits to the schools, interacting and urging them on was enough to motivate them to give off their maximum best to improve teaching and learning in their schools.
Otumfuo Osei Tutu made the appeal in Kumasi on Thursday after honouring 100 teachers selected from deprived rural communities from the 10 regions of the country.
Each of the awardees received a table top fridge, Wellington boots, raincoat, rechargeable lamps and others items that will make living in those communities a bit more comfortable.
This is the fourth edition of the awards initiated by the Asantehene to reward teachers working in deprived communities throughout the country as a way of motivation and an attraction to others to accept postings to rural areas.
This year�s event coincided with the 15th anniversary celebration of the enstoolment of the Asantehene as the 16th King of Asante.
Otumfuo Osei Tutu said the awards were just a token to show respect, recognition and encouragement for their hard work and sacrifice.
He said lack of basic social amenities in rural communities were preventing teachers to accept postings to those areas, a situation depriving school children there of quality education.
The Asantehene said it had been his resolve to continue to support education in the country as his contribution to national efforts at promoting quality teaching and learning to boost development.
The King has initiated the construction of classroom blocks and teachers� bungalows in some rural communities with funds from the World Bank.
He praised the teachers for giving off their best in spite of the constraints under which they work and called on chiefs to support them.
Ms Gifty Bador from the Upper West Region, on behalf of the awardees, thanked the Asantehene for the honour and said it motivate other teachers to accept postings to rural communities to improve education in those areas.
<<Print>>