Financial Reward Management and Teachers’ Performance among Government-Aided Primary Schools in Alebtong District, Northern Uganda

Abstract

Teachers’ performance helps to realise the attainment of educational goals. Teachers, if satisfied with their job, would dedicate all their effort to the job. However, in Uganda, teachers’ performance has continued to decline despite the government’s efforts to recruit qualified teachers and provide additional resources to primary schools. Consequently, this study sought to investigate the effect of financial reward management practices on job performance among government-aided primary school teachers in Alebtong district, Northern Uganda. A cross-sectional design was adopted to collect data, and a structured questionnaire, with a Cronbach's Alpha of 0.88, was administered to a sample of 102 teachers randomly selected from 10 government-aided primary schools in the district. Results suggest that teachers’ performance had a weak correlation with financial rewards (r=0.197, p=0.047). It was thus concluded that financial reward management practices should be enhanced as a means to enhance the performance of teachers across government-aided secondary schools in Alebtong district and northern Uganda. Accordingly, it was recommended that politicians should play their part objectively and avoid blaming teachers and head teachers since this demoralises them; more classrooms should be built to meet the required standard of 50 students, parents should motivate teachers by attending school open days and visitation days, whereby they can appreciate teachers with financial rewards.