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This study seeks to explore health workers' perceptions and experiences on incentives for motivating and retaining them in primary health-care facilities in rural Ghana.

Phenomenological research design was used to explore health workers’ experiences and perceptions on their incentive packages. Sixty-eight in-depth interviews were conducted with health-care workers in primary health-care facilities and analyzed using thematic analysis approach.

The findings show health-care workers’ perceptions on their incentives, ranging from low awareness, unfair distribution, favoritism, means of punishment and incentives regarded unattractive. The preferred incentive packages identified were salary increase, housing availability, recognition, adequate supplies, and risk and responsibility allowances. Health-care workers suggested for the modification of incentives including vehicle importation waiver, reduction in study leave years and opportunity to pursue desired courses.

The findings suggest that incentives that align with health-care workers’ preferences can potentially improve their motivation and influence retention. Health-care workers’ concern on incentives having been used as favors and punishment as well as unfair distribution should be addressed by health managers and policymakers, to achieve the desired purpose of motivating and retaining them in rural areas. Appropriate internal monitoring mechanisms are needed for incentives regulation and to improve health workers’ retention in rural Ghana.

The purpose of this study is to explore online teaching experiences of educators in Fiji National University (FNU). Although they quickly adapted to online teaching, their experiences are yet to be explored and documented, hence the relevance of this study.

This study used phenomenological research design to understand the lived experiences of participants' regarding online teaching. A total of 58 in-depth interviews were conducted among educators, at various levels and analysed thematically using an inductive approach.

The findings show online teaching challenges including difficulties maintaining students' engagement, teaching practically oriented courses, assessing students and embracing change, limited knowledge impact and output, anxiety and stress, inadequate teaching environment, increased workload and unstable Internet. The facilitators and enablers were flexibility, free Internet, creating conducive environment, Moodle training, skills acquisition and support from faculty members' and information technology team. Recommendations for improvement ranged from modifying course outline, summarising previous lessons, reducing course load, adequate assessment tools, incentives, guidelines enforcement to regular training.

This is an original work carried out by the researchers in a specific context. The findings suggest the need to address various challenges for effective online teaching. School managers' and relevant key stakeholders need to understand educators’ teaching experiences as well as their recommended improvement strategies, to enhance online teaching.