School-based reward practices and their influence on teacher motivation and teaching quality in secondary schools in Masaka District, Uganda

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dc.contributor.authorLubega, Francis Xavier
dc.contributor.authorAguti, Jessica Norah
dc.contributor.authorMusoke Genza, Gyaviira
dc.date.accessioned2023-01-12T19:18:15Z
dc.date.available2023-01-12T19:18:15Z
dc.date.issued2022
dc.description.abstractThe 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.en_US
dc.identifier.citationAguti, J. N., & Genza, G. M. INNOVATIVE RESEARCH AND KNOWLEDGE. International Journal of Innovative Research and Knowledgeen_US
dc.identifier.issn2213-1356
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/6905
dc.language.isoenen_US
dc.publisherInternational Journal of Innovative Research and Knowledgeen_US
dc.subjectTeachersen_US
dc.subjectReward practiceen_US
dc.subjectQuality teachingen_US
dc.subjectTeacher motivationen_US
dc.subjectPerformanceen_US
dc.subjectIncentivesen_US
dc.titleSchool-based reward practices and their influence on teacher motivation and teaching quality in secondary schools in Masaka District, Ugandaen_US
dc.typeArticleen_US
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