REWARD PRACTICES AND TEACHER COMMITMENT IN PUBLIC UNIVERSAL SECONDARY EDUCATION (USE) SCHOOLS IN MBARARA MUNICIPALITY, UGANDA.
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The study sought to establish the relationship between reward practices and teacher Commitment in Mbarara Municipality, Mbarara District in Uganda. It was guided by two objectives: to establish the relationship between financial rewards and teacher commitment in public universal secondary schools in Mbarara Municipality; to examine the relationship between non-financial rewards and teacher commitment in public universal secondary schools in Mbarara Municipality. The study used multiple research designs (Cross - sectional descriptive, case study and correlation designs) with qualitative and quantitative approaches. Data were obtained from 112 respondents using questionnaire, interview and document review methods. Quantitative data were analyzed using descriptive and inferential statistics. Qualitative data were analyzed using content analysis. The study established that there is a positive, moderate and significant relationship between reward practices and teacher commitment in Mbarara municipality. It was concluded that; financial rewards; motivate teachers to work; they raise teachers’ accessibility to basic needs and social status which in turn enhances teachers commitment. Likewise non financial rewards; make workers more comfortable on the job; enhance motivation and performance; give teachers power through promotions and raises teachers sense of belonging. Accordingly, it was recommended that; the Ministry of Education and Sports should consider enhancing teachers’ salaries and allowances and timely payment of salaries; in collaboration with school administration provide accommodation or housing allowance in lieu to teachers; provide adequate bonus and allowances to boost teachers’ morale; elaborated plan for teacher promotions and above all enhancing teachers’ motivational strategies. Teachers should also form the common voice platform at all levels that may unite them while appealing for salary, bonus and allowance increments. In terms of further research, it is recommended that; a similar study could be done in higher Education Institutions in Uganda. Furthermore, future research should focus on rewards and employee commitment in non Educational organizations in Uganda and beyond. I believe findings from such studies could guide and inform policy makers on employee rewards and motivation in Uganda.