REWARDS AND JOB SATISFACTION OF TEACHERS IN GOVERNMENT SECONDARY SCHOOLS IN MBARARA DISTRICT - UGANDA

Abstract

The purpose of this study was to examine the relationship between rewards and job satisfaction of teachers in government secondary schools in Mbarara district - Uganda. Specifically, the study intended to find out the relationship between monetary rewards and job satisfaction; non monetary rewards and job satisfaction; and teachers’ perceived equity in rewards and job satisfaction. The study adopted a cross sectional survey design to collect data with both quantitative and qualitative approaches. Data was collected from a sample of 138 teachers, 6 head teachers, 6 PTA chairpersons and the District Education Officer. Data collected using the questionnaire was analyzed using a computer soft ware known as Statistical Package for Social Sciences (SPSS). Pearson correlation and regression analyses were used to measure the relationship between rewards and job satisfaction. The study findings established significant relationships between monetary rewards (basic salary and PTA allowance) and job satisfaction, non-monetary rewards (recognition, accommodation and career advancement) and job satisfaction, and teachers’ perceived equity in rewards and job satisfaction among teachers in government secondary schools in Mbarara district. The study recommended a comprehensive review of the remuneration structures of government teachers by the government of Uganda through the responsible line ministries; a comprehensive plan by the Ministry of Education and Sports, and education managers in Mbarara district for the construction of teacher’s houses and rehabilitation of the existing ones which are in poor conditions; a plan by education managers in Mbarara district for the career progress of secondary school teachers; teachers to be involved in decision making on matters concerning their respective schools; and the observation of the equity principle by school managers in allocating rewards to teachers. A similar study in primary schools in Uganda was found to be necessary. Also a study on rewards and performance of teachers in private and government secondary schools in Uganda was proposed