Performance-Based Rewards and The Performance of Teachers in Private Secondary Schools in Kampala District

Overview
Cite Work

TABLE OF CONTENTS

DECLARATION

APPROVAL

DEDICATION

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS

ABBREVIATIONS AND ACRONYMS x

ABSTRACT

CHAPTER ONE 1

INTRODUCTION 1

1.0 Introduction 1

1.1 Background to the Study 1

1.2 Problem statement 4

1.3 General Objective 4

1.4 Research Questions 5

1.5 Scope 5

1.6 Significance of the study 5

CHAPTER TWO 6

LITERATURE REVIEW 6

2.0 Introduction6

2.1 Theoretical Perspectives of Performance of Teachers 6

2.2 Review Literature 8

2.2.1 Types of Performance. Based Rewards 8

2.2 Effect of Performance Based Rewards on the Performance of Teachers in 9

Private Secondary Schools 9

2.3 Arguments Supporting Performance-Based Rewards 11

2.4Arguments Opposing Performance-Based Rewards 12

2.5 Difficulties in implementation of Performance-Based Rewards 14

2.6 The Conceptual Framework 16

Figure 2. The Conceptual Framework illustrating how Performance-Based Rewards Affect

the Performance of Teachers 16

CHAPTER TJ-{P~E 18

METHODOLOGY 18

3.0 Introduction 18

3.1 Research Design 18

3.3 Study Population 19

3.4 Sample Size and Sample Selection 19

Table 3.1: Sample Size and Selection of Respondents 19

3.5 Data Collection Methods and Instruments 19

3.5.1 Self-administered Questionnaire .20

3.5.2 Interviews 20

3.5.3 Validity 20

3.5.4 Reliability 21

3.6 Data Processing and Management 21

3.6.1 Qualitative Data 21

3.6.2 Quantitative Data 21

CHAPTER FOUR 23

DATA PRESENTATION, ANALYSIS AND INTERJ~RETATION 23

4.0 Introduction 23

4.1 Demographic characteristics of Respondents 23

Table 4.1: Sex Distributions of Respondents 23

Table 4.2: Respondents by position held 24

Table 4.3: Respondents by terms of service 24

Table 4.4: Respondents by work experience 25

Table 4.5: Respondents by Levels of Education 25

4.2 Results of the Specific Objectives 26

4.2.1 Types of Performance-Based Rewards used in Private Secondary Schools in Kampala

District9 26

VII

Table 4.6: Performance Based Rewards Available in Schools 26

Table 4.7: Importance of Performance-Based Rewards 28

4.2.2 Effect of Performance-Based Rewards on the Performance of Teachers in Private

Secondary Schools in Kampala District9 29

Table 4.8: Teachers’ Rating of their Performance under the following aspects 29

Table 4.9: Effect of Performance Based Rewards on Teachers’ Performance in Private

Schools 32

4.3 Summary of findings

CHAPTER FIVE

DISCUSSION, CONCLUSIONS AND RECOMMENDATIO~~.jg 34

5.1 Introduction

5.2 Discussion 34

5.2.1 Performance-Based Reward used in Private Secondary Schools in Kampala district .34

5.2.2 Effect of Performance-Based Rewards on the Performance of Teachers in Private

Secondary Schools in Kampala District9 36

5.3 Conclusions 37

5.3 1 Performance-Based Reward used in Private Secondary Schools in Kampala district .37

5.3.1 Effect of Performance-Based Rewards on the Performance of Teachers in Private

Secondary Schools in Kampala District9 37

5.4 Recommendations 37

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 ofthis study was to assess the effect ofperformance-based rewards on the performance ofteachers 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 analysed 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.

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Performance-Based Rewards and The Performance of Teachers in Private Secondary Schools in Kampala District

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