The Impact of Rewards on Teacher Performance in Uganda: A case study of Secondary schools in Kampala district

Abstract

The study investigated the impact of rewards on teacher performance in Uganda The study objectives were: (i) To assess how monetary rewards affect teacher performance in secondary schools in Kampala district. (ii)To examine how nonmonetary rewards affect teacher performance in secondary schools in Kampala district. The study used a case study approach using both a quantitative and qualitative approach on a population of 242 respondents comprising of head teachers, Board of Governors / Trustee members of a selected school,KCCA officials in the education department and teachers, all who were key informants. Data was collected using questionnaires and interview guides. Quantitative data was analyzed using measures of central tendency, correlation and regression analyses while qualitative data was analyzed in a narrative form. Pearson’s correlation coefficient r = 0.501** between monetary rewards and teacher performance suggested that the two variables were related. The r = 0.501** and significance p = 0.000 between monetary rewards and teacher performance suggesting that there was a high positive significant relationship between monetary rewards and teacher performance. This has teacher performance policy implication in that to achieve the desired level of teacher performance, there was need to make teachers basic salary pay, allowances and introduce bonuses equitable based on input-output ratios and industry pay standards in secondary schools. The study also found that using Pearson’s correlation coefficient r = 0.590** between Non monetary rewards and teacher performance suggesting that the two variables were related. The r = 0.590** and significance p = 0.000 between Non monetary rewards and teacher performance suggests that there was a high positive significant relationship between Non monetary rewardsand teacher performance. This has teacher performance policy implication that in order to achieve the desired level of teacher performance, there was need for adequate Non monetary rewards complemented within education service in secondary schools.