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

Abstract

This study sought to investigate the effect of non-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. Data were obtained using both quantitative and qualitative methods, and the findings revealed that teachers were not satisfied with financial rewards. Teachers’ Performance had a significant and positive but fair correlation with non-financial rewards (r = 0.457, p-value <0.001). Teachers’ performance had a weak correlation with financial rewards (r=0.197, p=0.047). Multiple Regression revealed that the non-financial reward management appeared to be a significant predictor of teachers’ performance (p-value <0.001, β = 0.398). It was thus concluded that non-financial reward management has a significant effect on performance. Accordingly, we recommended that politicians should play their part objectively and avoid pointing 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. And the concerned stakeholders should improve conditions of service for teachers by providing good accommodation, the community should understand the need for rewarding teachers, the government should increase teachers’ salaries, and finally, teachers need to be retooled with new methods of delivering knowledge to learners.