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Monetary Rewards and Teacher Performance in Selected Secondary Schools in Central Region of Uganda

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  • Muhamad Aisa

    (Department of Educational Management, Nkumba University: P.O BOX; 237 Entebbe Uganda)

  • Frank-Pio Kiyingi

    (Department of Educational Management, Nkumba University: P.O BOX; 237 Entebbe Uganda)

  • Esther Namugumya

    (Department of Educational Management, Nkumba University: P.O BOX; 237 Entebbe Uganda)

Abstract

This study examined the influence of monetary rewards on the performance of teachers in selected secondary schools within Uganda’s central region. The study was based on Herzberg two Factor theory and Adam Stacey Equity theory. Using a deductive research approach, hypotheses were formulated to explore causal relationships between variables. Data collection utilized a cross-sectional correlation survey design with closed-ended questionnaires and interviews with key stakeholders, focusing on four districts within the central region. The study was guided by Herzberg Two Factor Theory and Adam Stacey’s Equity Theory. A sample size of 300 respondents, including teachers and school administrators, was obtained through proportionate sampling. A cross-sectional mixed methods design and a survey approach were used. Data validity and reliability were ensured through pre-testing, content validity index computation, and reliability assessment using the Cronbach Alpha method. Correlation and regression analyses were conducted to investigate the relationship between monetary rewards and teacher performance. Findings indicated a significant positive correlation between monetary rewards and teacher performance (r=0.4193, p=0.000). Regression analysis showed that monetary rewards account for 16.5% of the variation in teacher performance. Positive correlations were also found between monetary rewards and both academic (r=0.2963, p=0.0001) and non-academic performance (r=0.3999, p=0.000). Additionally, a model was developed demonstrating the mediating effect of perceived fairness on the relationship between monetary rewards and teacher performance. Specifically, the recommendations include reviewing and improving the reward system, conducting regular performance evaluations, exploring non-monetary motivational factors, and ensuring transparency and fairness in reward distribution.

Suggested Citation

  • Muhamad Aisa & Frank-Pio Kiyingi & Esther Namugumya, 2024. "Monetary Rewards and Teacher Performance in Selected Secondary Schools in Central Region of Uganda," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 2401-2415, March.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:2401-2415
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    References listed on IDEAS

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    1. Samuel Pule & Andrew Bakkabulindi, 2017. "E-procurement implementation: analysing the applicability of the EPOS method on the efficiency of public sector organisations - a comparative study," International Journal of Procurement Management, Inderscience Enterprises Ltd, vol. 10(2), pages 135-149.
    2. S. P. Kothari & Susan Shu & Peter D. Wysocki, 2009. "Do Managers Withhold Bad News?," Journal of Accounting Research, Wiley Blackwell, vol. 47(1), pages 241-276, March.
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