School-based reward practices and their influence on teacher motivation and teaching quality in secondary schools in Masaka District, Uganda
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Innovative Research and Knowledge
Abstract
The study, from which this article is derived, was partly triggered by the need to find teacher reward practices
which can promote educational quality. Two of the specific objectives are handled here: To examine the
relationship between prevalent teacher reward practices and teachers’ motivation; and to examine the
relationship between these practices and quality teaching. Based on pragmatism, the study was conducted in
23 secondary schools through a cross-sectional concurrent mixed methods research design, over a sample of
368 participants, using stratified random and purposive sampling. Data collected using questionnaires,
interviews and documentary analysis was analysed using themes, frequency distributions, and Chi-square test
of independence. Findings indicated that several reward practices are positively associated with teacher
motivation and quality teaching. It was concluded that the variety of reward practices which are associated
with teachers’ motivation and teaching behavior reflects the complexity of teacher motivation, implying that
reward managers may not effectively sustain teacher motivation and instructional quality unless teachers’ cooperation is well utilized. It was then recommended that each school should establish a teacher-governed
rewards committee which can facilitate the participation of all teachers in merit-based reward decisions and
enhance the trustworthiness of the school’s reward practice. In this respect, every school should endeavor to
allocate feasible funds for teachers’ merit incentives, since the activities of the proposed rewards committee
cannot be possible unless the resources required to finance the reward programs entrusted to the committee
are assured.
Description
Keywords
Teachers, Reward practice, Quality teaching, Teacher motivation, Performance, Incentives
Citation
Aguti, J. N., & Genza, G. M. INNOVATIVE RESEARCH AND KNOWLEDGE. International Journal of Innovative Research and Knowledge