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Non-Monetary Intangible Rewards and Teacher Performance in Secondary Schools in the Central Region of Uganda

Author

Listed:
  • 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 impact of non-monetary intangible rewards on teacher performance in secondary schools in Uganda’s central region. The study was guided by both Herzberg two factor theory and Adam Stacey’s Equity theory. Using a deductive research approach and a cross-sectional correlation survey design, data were collected via closed-ended questionnaires and interview guides from head teachers, deputy head teachers, directors of studies, district education officers, and teachers across four districts: Kampala, Wakiso, Butambala, and Luweero. The sample included 168 respondents from 40 schools (20 government, 20 private) which was determined using Krecjies Morgan sample size calculation (1970). A pilot study was carried out for reliability and validity test of instruments used.

Suggested Citation

  • Muhamad Aisa & Frank-Pio Kiyingi & Esther Namugumya, 2024. "Non-Monetary Intangible Rewards and Teacher Performance in Secondary Schools in the 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 2513-2522, March.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:2513-2522
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    References listed on IDEAS

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    1. Kenneth Y. Chay & Patrick J. McEwan & Miguel Urquiola, 2005. "The Central Role of Noise in Evaluating Interventions That Use Test Scores to Rank Schools," American Economic Review, American Economic Association, vol. 95(4), pages 1237-1258, September.
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