An analysis on the effects of rewards-based system on the performance of teachers in private secondary schools in Kampala District
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Date
2017-08
Authors
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Journal ISSN
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Publisher
Kampala International University, School of Education
Abstract
This study was about performance-based rewards and their effects on the performance of teachers
in private secondary schools in Kampala district. The theoretical underpinnings of this study was
premised on Adam Stacy’s Equity theory of motivation which states that employees expect
fbirness when being rewarded and Victor Vroom’s theory which states that individuals make
choices based on their perceive,d expectancy that certain rewards will follow. The main objective
ofthis study was to assess the effect of performance-based rewards on the performance of teachers
in private secondary schools in Kampala district; while the specific objectives were: to identify the
types of performance-based rewards used in Private Secondary schools and to establish the effect
of performance- based rewards on the performance of teachers in those schools. The study was
based mainly on Primary data in form of questionnaires, interviews and documentary reviews of
the selected literature. The study employed both qualitative and quantitative techniques of data
collection and data was analyzed using descriptive and relational statistics with Pearson Product
Correlation Coefficient and Regression analysis.
The findings revealed that, the most commonly used types of performance-based rewards in
private secondary schools are: public appreciation, promotion, packages/presents. and duty
allowances and overtime pay. it was also established that performance-based rewards affect the
performance of teachers by motivating them and increasing their productivity and efficiency. Due
to inconsistencies in the reward systems in the private secondary schools, this study recommends
that rewards be based on perThmiance considerations after a fair and accurate evaluation of its
effects on the beneficiary. Furthermore, the nature of performance-based reward systems in
schools should be based on the essence of ensuring that teachers are looked at as the prime
components in the success ofany school administratively and academically. Administrators should
also be trained and sensitized about the value of performance-based reward systems and also be
made aware that pay motivates teachers to perform at their best.
Description
A dissertation submitted to the school of education long distance and e-learning in partial fulfillment of the requirements for the award of bachelor’s degree in science education of Kampala International University
Keywords
Rewards-based system, Performance of teachers, Private secondary schools