Performance-Based Rewards and the Performance of Teachers in Private Secondary Schools in Kampala District
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Date
2013-07
Authors
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Journal ISSN
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Publisher
Kampala International University, school of Arts with 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 fairness when being rewarded and Victor Vroom’s theory. which states that individuals
make choices based on their perceived expectancy that certain rewards will follow. The main
objective of this 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 effi~ct 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 performance 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 of any 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 Research Dissertation Submitted to the College Of Education Open and Distance Learning in Partial Fulfillment of the Requirements for the Award of a Degree of Bachelor of Arts with Education of Kampala International University