Job Report

EFFECT OF MOTIVATION ON TEACHER’S PERFORMANCE IN PUBLIC
SECONDARY SCHOOLS IN MBALE DISTRICT: A CASE STUDY OF

MBALE SENIOR SECONDARY SCHOOL
BY
MUDUKU JOB
17/U/6296/BSD/PD
A RESEARCH REPORT SUBMITTED TO THE DEPARTMENT OF BUSINESS

ADMINISTRATION WITH ENTREPRENEURSHIP IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE AWARD OF BACHELORS OF
BUSINESS STUDIES WITH EDUCATION OF
KYAMBOGO UNIVERSITY
MAY, 2021
DECLARATION
I Muduku Job do declare that the information provided here in is my own work and never be
presented to any institution of higher learning before.
SIGNED…………………………………..DATE……………………………………………….
MUDUKU JOB
17/U/6296/BSD/PD
i
APPROVAL
This is to certify that this work has been under my supervision and is now ready for submission
SIGNED ……………………. DATE …………………..............

Mrs. Nakateete Phiona
SUPERVISOR
ii
DEDICATION
I dedicate this research report to my parents for their financial support plus my colleagues for
moral support rendered to me to make the research study a successful venture.
iii
ACKNOWLEDGEMENT
Our debt of gratitude goes to Almighty God for his grace, mercy and protection all these years of
our educational life. Glory be unto his name.
We are also profoundly grateful to my eminent supervisor Mrs. Nakateete Phiona for spending
substantial part of her time reading our entire manuscript, carefully pointing out errors and
enthusiastically offering many useful suggestions for improvement.
I am also thankful to my parents, relatives and friends who in diverse ways contributed to the
success of my education. I wish them in returns abundance of love, peace, success and
prosperity.
My sincere gratitude goes to all lecturers and staff of Kyambogo University especially the
department business and entrepreneurship studies for their support throughout our bachelors’
program in general and in particular this research. They have added to my knowledge as we
pursued a Bachelor of Bachelors of Business Studies with Education.
I wish to express my heartfelt thanks to all respondents in Mbale Secondary Schools that gave
me information while in the field. May the almighty bless you abundantly?
iv
TABLES OF CONTENTS
DECLARATION..........................................................................................................................................i
APPROVAL................................................................................................................................................ii
DEDICATION............................................................................................................................................iii
ACKNOWLEDGEMENT..........................................................................................................................iv
TABLES OF CONTENTS..........................................................................................................................v
LIST OF TABLES....................................................................................................................................viii
LIST OF ACRONYMS..............................................................................................................................ix
ABSTRACT................................................................................................................................................x
CHAPTER ONE:........................................................................................................................................1
INTRODUCTION.......................................................................................................................................1
1.1 Introduction...........................................................................................................................................1
1.2 Background of the study........................................................................................................................1
1.3 Statement of the problem.......................................................................................................................3
1.4 Purpose of the Study..............................................................................................................................4
1.4.1 Specific Objectives of the Study.........................................................................................................4
1.5 Research Questions...............................................................................................................................4
1.6 Conceptual framework of the Study......................................................................................................5
CHAPTER TWO.........................................................................................................................................6
LITERATURE REVIEW............................................................................................................................6
2.1 Introduction...........................................................................................................................................6
2.2 Conceptual Review................................................................................................................................6
2.3.1 Motivation..........................................................................................................................................6
2.3 Theoretical review.................................................................................................................................8
2.4 Actual Literature Review.......................................................................................................................9
2.4.1 The contribution of financial incentives on the performance of teachers in secondary schools..........9
2.4.2 The relationship between non financial incentives and performance of teachers in secondary schools
..................................................................................................................................................................11
2.4.3 The influence of staff training on the performance of teachers in secondary schools.......................13
2.5 Literature Gaps....................................................................................................................................14
v
CHAPTER THREE...................................................................................................................................16
METHODOLOGY....................................................................................................................................16
3.1 Introduction........................................................................................................................................16
3.2 Research Design..................................................................................................................................16
3.3 Study Population.................................................................................................................................16
3.4 Sample Size and selection...................................................................................................................16
3.5 Sampling Technique and procedure.....................................................................................................17
3.6 Data Collection Methods.....................................................................................................................17
3.6.1 The interview method.......................................................................................................................17
3.6.2 Questionnaire survey method...........................................................................................................17
3.7 Data Collection Tools..........................................................................................................................17
3.7.1 Questionnaire guide..........................................................................................................................17
3.7.2 Interview guide.................................................................................................................................18
3.8 Data analysis........................................................................................................................................18
3.8.1 Qualitative analysis...........................................................................................................................18
3.8.2 Quantitative Analysis.......................................................................................................................18
3.9 Measurement of variables....................................................................................................................19
3.10 Ethical Considerations.......................................................................................................................19
CHAPTER FOUR.....................................................................................................................................20
CHAPTER FOUR: PRESENTATION, INTERPRETATION AND ANALYSIS OF RESEARCH
FINDINGS................................................................................................................................................20
4.1 Introduction.........................................................................................................................................20
4.2 Demographic information of respondents............................................................................................20
4.2.1 Gender of respondents......................................................................................................................20
4.2.2 Age of Respondents........................................................................................................................21
4.2.2 Marital Status of Respondents..........................................................................................................21
4.2.3 Level of Education............................................................................................................................21
4.3 The contribution of financial rewards on the performance of teachers in Senior Secondary School....21
4.4 The relationship between non financial rewards and performance of teachers in Secondary Schools. 23
4.4 The influence of staff training on the performance of teachers in Secondary Schools.........................26
Table 4.7: The influence of staff training on the performance of teachers in Secondary Schools..............26
CHAPTER FIVE.......................................................................................................................................29
vi
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS...................................29
5.0 Introduction.........................................................................................................................................29
5.1 Summary of study findings..................................................................................................................29
5.1.1 The contribution of financial rewards on the performance of teachers in Senior Secondary School.29
5.1.2 Relationship between non financial rewards and performance of teachers in Senior Secondary
School........................................................................................................................................................29
5.1.3 The influence of staff training on the performance of teachers in Senior Secondary School............30
5.2 Discussion of research findings...........................................................................................................30
School........................................................................................................................................................31
5.3 Conclusions of the study......................................................................................................................33
School........................................................................................................................................................33
5.3 Recommendations of the study............................................................................................................34
School........................................................................................................................................................34
5.4 Areas for further study.........................................................................................................................35
REFERENCES..........................................................................................................................................36
APPENDICES...........................................................................................................................................39
APPENDIX ONE: QUESTIONNAIRS FOR TEACHERS.......................................................................39
APPENDIX TWO: INTERVIEW GUIDE FOR DISTRICT EDUCATION OFFICER AND SCHOOL
HEAD TEACHERS..................................................................................................................................42
vii
LIST OF TABLES
Table 3.1: Sample Size of Respondents.....................................................................................................16
Table 4.2: Demographic information of respondents (N=52)....................................................................20
Table 4.3: The contribution of financial rewards on the performance of teachers in Senior Secondary
School........................................................................................................................................................21
Table 4.4: Correlation Matrix for the relationship between financial rewards and performance of teachers
..................................................................................................................................................................23
Table 4.5: The relationship between non financial rewards and performance of teachers in Secondary
Schools......................................................................................................................................................23
Table 4.6: Correlation Matrix for the relationship between non-financial rewards and performance of
teachers......................................................................................................................................................25
Table 4.7: The influence of staff training on the performance of teachers in Secondary Schools..............26
Table 4.8: Correlation Matrix for the relationship between staff training on the performance of teachers 27
viii
LIST OF ACRONYMS
DES: District Education Officer
ILO: International Labour Schools
MDG: Millennium Development Goal
MoES: Ministry of Education and Sports
NGOs: Non Governmental Schoolss
SDGS: Sustainable Development Goals
UNEB: Uganda national examination board
UNICEF: United Nations International Child Fund
ix
ABSTRACT
This study aimed at establishing the relationship between motivation and teacher’s performance
in public secondary schools in Mbale district. Three objectives guided the study namely;
financial rewards, non financial rewards and staff training on the performance of teachers at
Mbale Senior Secondary School.
The study used a cross sectional survey which involved the use qualitative and quantitative
approaches to gather data from 52 respondents. Data was collected using questionnaires and
interviews guides. Descriptive and inferential statistical analysis was used and the data was
presented using frequency tables, while qualitative data was analyzed by the narrative
techniques, paraphrasing and direct quotation.
The findings indicated that paid leave of absence, recognition, training and participative decision
making have a positive relationship with performance of teachers with recognition ranking
highest. It is recommended that salaries, pension or gratuity should be determined according to
needs of the teachers if Uganda is to attain the millennium development goals related to
Education. There should also be a regular salary upgrading and continuous professional
development to make the teaching profession more attractive especially to the young generation.
Finding from the study revealed that teachers are motivated to many reasons like; helping them
in schools to perform their work as assigned, to maintain teachers to employers relationship, to
encourage teachers performance their efficiently and effectively, to help teachers solve their
personal problems, to encourage team work as well as improving on the teachers morale at their
work places to perform better for improved schools performance.
It was recommended that since financial rewards highly motivate teachers to perform with zeal,
managers should: ensure that remunerations like salaries and other allowances are commensurate
with the work done as this would encourage teachers to work hard towards achieving schoolsal
objectives; and ensure timely payment of allowances as this would compel teachers to beat
deadlines on minimal supervision. The teachers also observed that rewards are generally
awarded to the teachers at one level rather than according to the performances of the individuals.
Some of the teachers had taken the slow rewards awarding activity in critical ways.
x
CHAPTER ONE:
INTRODUCTION
1.1 Introduction
Improved performance is achieved through the teachers in an schools (Armstrong, 2009) and,
therefore, in the school context, teachers as teachers are considered as an important asset for
better performance. Torrington et al. (2008) stated that until the 1980s, performance was usually
conceived as the output of a combination of ability and motivation, given appropriate resources,
and hence motivating others became a fundamental part of an schools’s management. In this
chapter, the research presents the background of the study, problem statement and related
research objectives, significance of the study, scope of the study and conceptual framework.
1.2 Background of the study

Globally, the idea of attracting good teachers in order for a school to improve student
performance is internationally acceptable in almost every school system. The question of
measuring work and teacher performance is an old phenomenon that has been debated over the
years including the modern study of public administration when people started advocating for
rational, scientific management principles designed to improve community service (Romero,
2004; Prasad, 2010; Arena, 2013).
Teacher performance can be traced back in the period of three well-established classical
management theories: Scientific Management (time and motion study) by Freiderick Winslow
Taylor (1911), Administrative Management by Henry Fayol (1916) and Bureaucratic Theory of
Management by Max Weber, 1947, (Mahmood, Basharat & Bashir, 2012; Prasad, 2010).
In addition, Beavis (2003), observes that performance based rewards have a long history in
Education, particularly in the United States. In the last ten years, a number of countries have
adopted pay for performance strategies to modify traditional salary scales. Under most current
systems of a salary scale, teachers are rewarded for the number of years spent teaching rather
than their performance and for this reason; many analysts believe the salary scale system
determines teacher compensation on incomplete criteria. In recent years some states have begun
to mandate some notion of merit pay for example, Florida now requires school districts to
earmark a minimum of 5% of the total salary pool to be used for teacher performance awards and
1
its state board of education recently approved a statewide system of student performance –best
merit pay (Prasad, 2010).
In Africa, Bennel and Akyeampong (2007), observe that no comprehensive analysis for teacher’s
motivation in low developing countries has been undertaken for over a decade. There is a broad
consensus that teachers remuneration in the majority of the developing countries is inadequate,
this is because total pay does not cover basic household survival needs let alone enable teachers
to enjoy a reasonable standard of living. The salary scales for secondary teachers are often very
flat with very small increments awarded on the basis of seniority and experience with little or no
link with actual job performance; salary administration is also poor characterized with late
payment of salaries.
Bennel and Akyeampong (2007), continue to say that Universal Secondary Education (UPE) is
now the single most important educational goal in nearly all low-income developing countries;
however, the pursuit of this goal has both positive and negative impact on teachers’ performance
Teachers who are poorly remunerated are likely to offer poor services. This is supported by
Lambert (2004), who states that, if teachers’ compensation becomes too low, teachers’
commitment to their job will be affected as a consequence of loss of motivation hence affecting
quality of schooling.
In September 2015, the 193 member states of the United Nations including Uganda committed
themselves to the 2030 Agenda for sustainable development. The Agenda contained in 17
Sustainable Development Goals (SDGs) all aimed at eradicating poverty and dealing with the
unfinished business of the Millennium Development Goals (MDGs) that ended in 2015
(UNICEF, 2019). More than ever before, teachers in secondary schools are under tremendous
pressure from politicians, parents and local communities to deliver quality education to all
children but how likely is it that they will respond to this challenge given their current levels of
pay and their working and living conditions? Poor remunerations mean that far too few qualified
and experienced teachers wish to work in both rural and urban areas of Uganda. The necessity of
adequately remunerating teachers has been a constant refrain of the educational sector. Despite
the Government’s initiatives to improve the quality of teaching and learning at secondary school
level, quality of pedagogical practices in public secondary schools remain poor (UNEB, 2018).
The poor quality of pedagogical practices in these schools is manifested through teachers’ lack of
2
planning for lessons (UNEB, 2018); using mainly teacher-centered instead of learner-centered
methods of teaching (DES, 2017); and administering unplanned tests and assignments to
measure learning achievements (UNEB, 2018). Furthermore, learner assessments are geared
towards passing national examinations while other objectives of the curriculum such as
promotion of moral values, practical skills and participation in social and cultural activities are
not catered for (UNEB, 2018). And it appears teacher professional development strategies are
generally lacking in the public secondary schools (Kagolo, 2016; MoES, 2015). If the quality of
pedagogical practices is not addressed, dropout and failure rates in secondary schools are likely
to increase, resulting into wastage of resources dedicated to education and under-development of
the country’s human resources.
In Mbale District, teacher absenteeism is unacceptably high and rising, time on task is low,
teachers are devoting less and less time to extracurricular activities, teaching preparation and
marking. A preliminary study in 8 government-aided secondary schools in Mbale indicated that
an average of 32% of the lessons is not attended to per week (DES, 2017). The preliminary study
also showed that 60% of the teachers were involved in other activities other than teaching so as
to raise side income. This engagement in other income generating activities could be an
indication of unsatisfactory remuneration (DES, 2017). Low pay is believed to be a major factor
affecting teachers’ motivation and hence delivery of quality education (MoES, 2015). Neglecting
motivation of teachers may have serious repercussions on the quality of education in Mbale
District. Given the current situation of low motivation of teachers in the District, the researcher
set out to
1.3 Statement of the problem

Government has come up with various strategies to motivate teacher in secondary schools such
providing both financial and non-financial rewards to its teachers as a way of motivating them
and therefore improves individual performance which is crucial for achieving schoolsal goals
and objectives. Source
Despite the above efforts, teachers have always struggled to have their pay increased to cater for
their needs, poor welfare of teachers in terms of services and facilities namely: housing, meals at
school, allowances, medical care and school environment (UNEB, 2017). Secondary teachers’
3
salaries were increased by fifty thousand in 2015/2016 Budget, although this was a positive
gesture by government, teachers’ performance is still questionable, for example in his address to
teachers in Mbale, the District Education Officer decried the habit of teachers reporting late, high
level of absenteeism, failure to mark pupils work in time and an increasing rate of teachers
leaving the profession. This is in addition to the World Bank Report (2018), which indicated that
performance of teachers in secondary schools has not been satisfactory over the years; low
teacher performance is reflected in deterioting standards of professional conduct such as
absenteeism, poor time management and poor lesson preparation and as a result children are not
getting access to adequate knowledge. It is against this background that the study will examine
the effect of motivation teacher’s performance in public secondary schools in Mbale district.
1.4 Purpose of the Study

To examine the effect of motivation teacher’s performance in public secondary schools in Mbale
district.
1.4.1 Specific Objectives of the Study

i. To establish the contribution of financial rewards on the performance of teachers at
Mbale Senior Secondary School
ii. To examine relationship between non financial rewards and performance of teachers at
Mbale Senior Secondary School
iii. To determine the influence of staff training on the performance of teachers at Mbale
Senior Secondary School
1.5 Research Questions.

i. What is the contribution of financial rewards on the performance of teachers at Mbale
Senior Secondary School?
ii. What is the relationship between non financial rewards and performance of teachers at
Mbale Senior Secondary School?
iii. What is the influence of staff training on the performance of teachers at Mbale Senior
Secondary School?
4
1.6 Conceptual framework of the Study
Motivation (IV)
Financial reward Teacher performance (DV)

 Remuneration
 Paid leave of absence
 Teacher’s Commitment.
 Allowances
 High productivity
Non financial
 Meeting deadlines
 Participative Decision
Making
Staff training
 On the job training
 Induction
Figure 1.1: Conceptual frame showing the relation between motivation and teachers
performance
Motivation constitutes the independent variable and performance of teachers constitutes the
dependent variable. The study conceptualizes that there is a relationship between motivation and
performance of teachers, Performance of teachers will be measured using indicators of
efficiency, effectiveness and innovativeness. Financial rewards will be measured in terms of
remuneration, Paid leave of absence and allowances. Non financial rewards will be measured in
terms of participative Decision Making. Staff training will be measured in terms of on the job
training and Induction. Teacher performance will be measured in terms of Effectiveness,
Efficiency and Innovativeness. Lavy (2007), asserts that performance based pay schemes
improve efficiency because they provide some incentive for teachers to do the right thing; they
encourage teachers to find ways to enhance student performance, when financial and non
financial rewards are effectively increased, the performance of teachers is also increased.
5
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter reviews the literature of the studies that were taken by other scholars in the same
area of the influence of motivation and teachers performance. The reason for reviewing the
literature included but not limited to: Provision of a context for the research, illustration of how
the subject was studied previously, highlights of flaws in previous research, outline of gaps in
previous research, show that the work is adding to the understanding and knowledge of the field,
and help refine, refocus or even change the topic
2.2 Conceptual Review

2.3.1 Motivation
Mitchell (1982) cited by Re’em (2016), looks at motivation as it pertains to determination,
intention, and self-choice; that is, motivation is under the teachers’ control and they actively
choose whether to put effort and take action. Schoolsal scientists and practitioners have long
been interested in teacher motivation and commitment. This interest derives from the belief and
evidence that there are benefits to having a motivated and a committed workforce.
Motivation has been a difficult concept to properly define, in part because there are many
philosophical orientations towards the nature of human beings and about what we know about
people (Onanda, 2015).
Nelson et al. (2013) provided a definition that nicely accommodates the different theoretical
perspectives that have been brought to bear in the explanation of work motivation. Work
motivation is a set of energetic forces that originates both within as well as beyond an
individual’s being, to initiate work- related behavior, and to determine its form, direction,
intensity and duration.
Financial Motivation
These are motivators that are in terms of money or cash such as salaries, and efficiency wages,
direct financial benefits life insurance bonus, transport allowance, accommodation allowance,
medical allowance, gain sharing, and tax breaks, among others (Robbins and Judge, 2018).
6
According to “merit pay” or “performance pay” approach, a standard for individual performance
is set, such as increased student achievement and if a teacher meets or exceeds this standard, he
or she receives a bonus or a salary increase (Kawesa, 2014). Merit pay is frequently used in the
private sector as a management tool to achieve schoolsal goals.
School-based compensation is another form of merit pay which emphasizes teams’ results. In
these schemes, incentives are created to encourage teachers to work together to achieve
collective goals. An example is a school performance award that links bonuses to schools’ goals
and benchmarks. However, in the Ugandan context, it is believed that private schools motivate
individual teachers to perform regardless of their academic qualifications; at times they are
rewarded depending on the number of distinctions scored by students in a given subject
(Kawesa, 2014). This system is criticized on grounds that students’ performance depends on the
system in the school; and it is not individual efforts that bring out such results.
Non financial
These are described as motivators that are not in terms of money or cash. They include study
leaves, work environment, conditional/occupational/health, safety, recreational facilities,
infrastructure, social amenities, job security, professional development, training opportunities,
affection and passion, status/prestige, recognition, sense and duty, promotion, respect,
achievement, challenging work (Hina, 2015)
Performance
Lavy (2017), asserts that performance based pay schemes improve efficiency because they
provide some incentive for teachers to do the right thing; they encourage teachers to find ways to
enhance student performance, when financial and non financial rewards are effectively
increased, the performance of teachers is also increased. Performance of teachers was measured
using indicators of efficiency, effectiveness and innovativeness.
Performance refers to the result of an activity (Boddy, 2008). Upon an individual’s results, there
are three main models of performance-based reward programmes that are commonly found in the
education systems. The first model is ‘merit pay’, which generally encompasses individual
pecuniary awards based on student performance and classroom observation (McCollum, 2001).
The second model is knowledge and skill-based compensation, which generally involves
individual pecuniary rewards for acquired qualifications and demonstrated knowledge and skills,
7
which are believed to increase student performance (Odden, 2002). Knowledge and skill-based
pay differs from merit pay because it provides clear guidelines on what is being evaluated
(Odden & Kelly, 2002). For purposes of this study, performance- based motivation will refer to
what a teacher earns as a result of his/her performance despite his / her skillfulness, knowledge
and the level of education
Teacher performance
According to Koontz, (2016) teachers’ performance is an assessment of the efficiency of a
worker or group of workers. Performance may be evaluated in terms of the output of an teacher
in a specific period of time.
Katarasibwa (2006) echoes Ekatan, Isingoma, Nanziri and Nabwiso (1995) by looking at teacher
performance as the extent to which teachers in a school achieve the requirements of their job in
an effort to fulfill school objectives. Teacher performance must be geared towards promoting the
process of teaching and learning for the benefit of the pupils. In this study, teacher performance
is conceptualized as the extent to which the teacher achieves school objectives through lesson
preparations which involve making schemes of work, lesson plans, record of work done,
preparing and using learners’ registers, actual classroom teaching, assessment and evaluation of
the learners, attending staff meetings, management of learners’ discipline, involvement in co-
curricular activities, counseling and guidance.
2.3 Theoretical review

Maslow’s Hierarchy of needs theory which postulates that humans have specific needs that must
be met will guide the study. There are five levels of need, namely physiological (hunger, thirst,
sex) safety (security, stability and protection) love and belongingness, self esteem and self
actualization. According to Maslow (1954), individuals are motivated to satisfy unfulfilled needs
and individual needs form a hierarchy, if the lower level needs remain unmet, the higher level
needs cannot be fulfilled. When needs are not met, people become frustrated, the theory implies
that base pay must be set high enough to provide individuals with the economic means to meet
their basic needs. This theory is relevant to performance of teachers because large proportions of
teachers in developing countries are poorly motivated, consequently, in accordance with
Maslow’s hierarchy of needs theory, efforts to improve level of education which depends
crucially on higher order needs are unlikely to succeed unless these basic needs are adequately
8
satisfied. For example teachers who are tired, hungry and excessively pre occupied about
meeting their households’ livelihood needs are unlikely to become strongly involved in their
professional development activities, without which effective teacher performance cannot be
attained. So in view of this, we conceptualize that teachers’ performance is likely to be improved
with increased rewards.
2.4 Actual Literature Review
2.4.1 The contribution of financial incentives on the performance of teachers in secondary
schools
According to Walusimbi (2016), allowance is payment that is given to an teacher in addition to
salary as compensation for any work done outside the teacher’s schedule, some of these
allowances include; marking allowance, medical, transport allowance, allowance for escorting
pupils out of school, pay for extra lessons taught and responsibility allowances. He continues to
say that teachers in Uganda tend to work harder by increasing the lessons taught plus the
exercises given to students when they are offered allowances. In return, the increased extra
allowances given result into improved student test scores reflecting good performance.
Allowances are a means of rewarding teachers for work done outside the normal timetable to
enable them put I more effort because whatever extra work is done, there is a payment. In
Uganda, teachers and school administrators attach candid value to job amenities, in order to
ensure improved performance, school administrators try to motivate teachers using job amenities
like wage increment, housing allowances and transport allowances. It is mainly the lack of these
job amenities that limit opportunities to enhance teacher morale and performance.
Amede (2019) says that allowances refer to any financial rewards that are extended to an teacher
over and above their stated salary usually with the view to cater for some specified need that an
teacher may be facing. Clearly allowances have the potential for affecting teacher performance,
that is to say, the more promptly the allowances are paid, the more likely to derive teacher job
satisfaction and subsequently work performance. In addition, Dessler (2016), asserts that
allowances enable teachers settle their lunch, transport and housing expenses which in turn
increase their desire to work and commitment to their schools. The nature of allowances
provided enables the teachers to settle their individual financial obligations quickly and promptly
thus inspiring their commitment and reduces their lateness and absenteeism at the work places.
9
According to Namansa (2015), People in gainful employment offer extra time in order to get
money to meet the need for security, status, recognition and affiliation. The more someone is
given extra allowances, the greater the time he/she offers to the schools, so for an schools to
achieve its objectives, an teacher who works for long hours should be rewarded for the extra
hours worked. For such an teacher shows that he/she has dedicated his/her time to the schools,
paying such an teacher for the extra hours put in motivates his/her and in the long run creates
satisfaction in the worker. It would be very appropriate for private secondary schools in Mbale to
consider provision of allowances in order to enhance teacher performance, this study therefore
set out to find out whether allowances are provided to the teachers and their relationship with
performance.
The employment Act (2006), stipulates that the maximum working hours for teachers shall be
forty eight hours, from eight a.m to five p.m daily for five days. However, in some sectors,
working hours exceed forty eight hours per week, this is especially common in private secondary
schools. Leave has strong implications for motivation because it can allow people to achieve a
more convenient balance between work life and home, most teachers will from time to time
experience difficulties reconciling their work and their other commitments. Time off work may
be needed, for example, to care for sick children, to attend a hospital appointment or to
participate in a religious festival. Delisio (2018) also maintains that job stress for teachers has
escalated over the past few years and probably is taking a toll on teachers’ physical and mental
wellbeing, teachers also don’t have the luxury of hiding behind a computer terminal all day if
they do not feel well, as other workers do. Teaching is a very difficult job, it’s an active job with
no time during the day to take time for you, it is hard to teach if a teacher is sick so teacher time
off enables teachers to go and meet with other teachers and gather resources and information to
help students.
Kremer (2016) found that when paid for performance teachers were able to lift the test scores
along the dimensions that were being rewarded but found two things; First of all, this better
performance of students disappeared very quickly once the reward was taken away and secondly
it seemed to be a case of “teaching to the test.” The teachers knew exactly what to teach so the
students would pass the test and they would get their bonus, but there did not seem to be any
more general learning going on that is why its not a matter of implementing this type of pay for
10
performance but its overall monitoring, involvement of communities and better working
conditions so that teachers feel the desire to perform better so that we are not trying to motivate
them with carrots and sticks but also appeal to their professionalism because that is the driver in
the performance of these teachers.
2.4.2 The relationship between non financial incentives and performance of teachers in
secondary schools
Yavuz (2014) said that recognition covers non-monetary rewards and it refers to crediting,
encouraging and appreciating individuals and teams who contribute through their behavior and
efforts to the success of the schools; examples of recognition are giving public praise, celebrating
and communicating successes. Teacher recognition is not just a nice thing to do for people, it is a
common tool that reinforces and rewards the most important outcomes people create for a
business. When you recognize people effectively, you reinforce the actions and behaviors you
most want to see people repeat.
In addition, White (2017), says that the federal Education, science and training minister in
Australia, Julie Bishop announced that like other professions, teachers should be recognized and
rewarded on merit. This creates an incentive in the teacher (teacher) to improve his or her work
performance in order to improve quality of output (Education) that customers (students) receive.
While Leigh & Mead (2015), claim that higher salaries are not the only way to reward the most
talented teachers; professional recognition, greater responsibilities and official acknowledgement
by educational officials are all important ways of encouraging the best teachers to remain in the
profession.
According to Kakuhikire (2019), in a bid to recognize and encourage performance, the then
minister of public service Hon. Amanya Mushega Awarded outstanding performers in 2001. The
action began as far back as 1999 and is said to be a means of promoting a performance culture.
Recognition of teachers for good performance should be an ongoing process for expressing
appreciation and for affirming the constructive efforts of teachers. The action communicates to
the teachers that such effort is desirable and the teacher continues to respond appropriately.
Lavy (2015), evaluated a program in Israel that offered teachers monetary incentives based on
their students’ achievements in three dimensions, the average number of credits per student, the
11
proportion of students receiving a Matriculation Certificate (required for college admission) and
the school dropout .Awards were given at the school level, so that all teachers in a school shared
the same award. The program was implemented in 62 non randomly selected schools starting in
1995. The incentives took the form of awards on a rank order tournament, only the top three
schools ranked by relative improvement, received a prize.
Job design has been one of the most effective tools used for optimizing an teacher’s
performance. It can be defined as changing the content and processes of a job to increase an
teacher’s satisfaction, motivation and productivity (Knapp & Mujtaba, 2018). Currently it is
believed that most of the teachers are not happy with their job design or not assigned with the
tasks that they feel encouraged and motivated to perform. An effective job design brings
involvement of an teacher in work related activities which clearly forecasts teacher output,
departmental productivity and schoolsal success (Bates, 2016).
Job Rotation: According to Kampkötter et al, (2016) Job rotation helps in improving on teacher’s
skills and also identifies new abilities a given teacher has. They further justified job rotation for
being a motivation tool to teachers. Saravani and Abbasi, (2013) agree with this praising JR
mode of training as an effective way to develop human capital because it leads to job satisfaction
and also enhances teachers’ skills. According to Kampkötter et al, (2016) JR leads to improved
teacher performance in subsequent years however this was noted for high performers and not low
performers.
Job Enrichment: Job enrichment is seen as a process where management give increasing
responsibilities which are often assigned to the superiors to the teachers. This essence of this to
help teachers to build the sense of self management and self-sufficiency (Kokemuller, 2018).
Williams (2019) also posited that job enrichment is a fundamental aspect of stimulating the effort
of teachers by expanding job responsibilities and giving increased autonomy over the task
processes and completion. Kotila (2017) added that job enrichment leads to job satisfaction by
increasing the level of responsibility and giving the sense of freedom, autonomy and opportunity
for teachers to decide what and how the job is to be performed and accomplished.
12
2.4.3 The influence of staff training on the performance of teachers in secondary schools
The main purpose of training is to acquire and improve knowledge, skills and attitudes towards
work related tasks. It is one of the most important potential motivators which can lead to both
short-term and long-term benefits for individuals and schoolss (Cole, 2015).
Cole (2015) further states that there are so many benefits associated with training, which include:
high morale teachers who receive training have increased confidence and motivations; lower cost
of production training eliminates risks because trained personnel are able to make better and
economic use of material and equipment thereby reducing and avoiding waste; lower turnover –
training brings a sense of security at the workplace which in turn reduces labor turnover and
absenteeism is avoided; change management – training helps to manage change by increasing the
understanding and involvement of teachers in the change process and also provides the skills and
abilities needed to adjust to new situations; provide recognition, enhanced responsibility and the
possibility of increased pay and promotion; and help to improve the availability and quality of
staff.
According to Wognum (2015), training and development needs may occur at three schoolsal
levels namely; one, strategic level where needs are determined by top management while
considering schoolss goals, mission, strategy and problems, which need to be resolved or fixed;
two, tactical level where needs are determined with middle management while considering
developments needs to the coordination and cooperation between schools units; and three,
operational level where needs are determined with lower executive management and other
teachers while considering problems related to operations such as performance problems of
individual workers and departments in subject.
Orientation: This is yet another training and development method. This involves getting new
teachers familiarized and trained on the new job within an schools. During this process, they are
exposed to different undertakings for example the nature of their new work, how to take on their
identified tasks and responsibilities and what is generally expected of the teachers by the schools
(Wognum, 2015). They are further given a general overview of the schoolsal working
environment including for example working systems, technology, and office layout, briefed
about the existing schoolsal culture, health and safety issues, working conditions, processes and
procedures (Cole, 2015).
13
According to the Kyambadde (2015), Government of Uganda agrees that in service training
programs for teachers provide the most important avenues through which teachers in the field
can be exposed to the rapid changes in the environment such as the curricular and teaching
methods. A teacher who is well equipped as far as the curricular and teaching methods are
concerned would most likely be motivated to perform more effectively. When an teacher no
longer possesses the knowledge or abilities needed to perform successfully because of the rapid
environment changes, the more likely it is that the teacher would become redundant.
Bennel (2014) opines that high proportions of teachers remain untrained in many low income
countries which adversely affects motivation and performance, secondary school teacher
performance is hampered by the significant proportions of untrained or under trained teachers.
On the other hand Cole (2003) as cited by Namansa (2010), states that staff training is one of the
work related benefits, among its intentions is to allow for further training of teachers in order to
improve on observed deficiency or to bring focus on the implementation of new technology for
example in the teaching profession, teachers used to write termly reports for pupils, however
with new technology, this had to change, reports had to be computerized but teachers lacked
computer skills so schools are hiring facilitators to train the teachers.
Bennel and Akyeampong (2017), also say that the struggling teacher is a common sight
especially in secondary schools. High proportions of teachers remain untrained in many
developing countries, so most teachers are not adequately prepared for the special demands of
teaching. Teachers need continuous professional development. In Guinea, for example teachers
have been encouraged to take more responsibility for their own professional development, in
particular enabling them to access training resources through a competitive grant scheme.
2.5 Literature Gaps

Teacher’ performance is one of the greatest challenges most managers face due to the
competition in the world market. Some schoolsal management research has acknowledged the
importance of teachers on account of their contribution towards achieving schoolsal goals and
objectives. It is also evident that management cannot work without involvement of other
schoolsal teachers. Employers acknowledge that their schoolss cannot flourish if they do not
14
engage the teachers, meaning that they will be motivated to give their best to their employer
(Foot and Hook, 2008).
From the foregoing literature, it has been clear that no study had been conducted to assess the
effect of motivation on performance of teachers in private secondary schools in Mbale District
although a few studies were conducted in industries, factories and Government-aided schools.
The fact that there is scanty literature in this area, especially regarding the relationship between
motivation and performance of teachers in private secondary schools, shows a big gap in most of
the studies reviewed. It is against this background that the current researcher finds it suitable to
investigate the relationship between motivation and teacher performance in private secondary
schools.
15
CHAPTER THREE
METHODOLOGY
3.1 Introduction
This section presents key methodological steps and procedures that were followed to conduct
this study. The areas covered include: research design, study area, study population, sample size
and selection, sampling techniques and its procedures, data collection methods, data collection
instruments, data management and analysis, and measurement of variables.
3.2 Research Design

A cross sectional survey design was used for the study as it gathers data from the sample
population at any particular time as it permit collection of information from a sample that is
drawn from a predetermined population. Both qualitative and quantitative approaches were
applied. Qualitative method involved in-depth probing and application of subjectively interpreted
data (Saunders at al, 2018). Qualitative research enabled the researcher to gather in-depth
information about the study, for example unstructured qualitative interviews served this purpose.
Quantitative method provided data necessary to test the hypothesis. Creswell (2014) states that
quantitative methods are plans for carrying out research oriented towards quantification and are
applied in order to describe current conditions or to investigate relationships, including cause and
effect relationships.
3.3 Study Population

Oso and Onen (2008) describe study population as the number of subjects or the environment of
interest to the researcher. The study was carried out in Mbale district covering three Public
secondary schools. The population consisted of 66 teachers and Head teacher from which a
sample size was drawn.
3.4 Sample Size and selection
Sample size is a subset of the target population which is used in the study (Sekaran and Bougie,
2016). Sampling is a process of selecting a number of individuals or objects from the population
such that the selected group contains elements representative of the characteristics found in the
entire group (Orodho & Kombo, 2002). A sample size of 50 respondents were determined using
statistical tables of Krejcie & Morgan (1970) as cited by Amin (2005)
Table 3.1: Sample Size of Respondents
16
No. Schools Population Sample size Sampling technique
1 District education officer 1 1 Purposive sampling
2 Head teachers 5 5 Purposive sampling
3 Teachers 60 52 Simple random sampling
Total 66 58
Source: Morgan and Krejcie, (1970).
3.5 Sampling Technique and procedure

The researcher used purposive sampling technique to sample head teachers for interviews. The
technique was applied since purposive sampling involve identifying and selecting individuals or
groups of individuals that are knowledgeable about or experienced with a phenomenon of
interest (Bryman & Bell, 2015). The simple random technique was used to select teachers. The
researcher used this sampling technique because each member in this population had an equal
chance of being included in the sample (Sekaran & Bougie, 2016).
3.6 Data Collection Methods
3.6.1 The interview method
This method involved an oral interaction between the researcher and the participants.
Predetermined set of questions will help keep the researcher and participants’ conversation in
context with the study variables. Interview method according to Mugenda and Mugenda, (2003)
allows for sharing of ideas leading to in-depth investigation in the study variables.
3.6.2 Questionnaire survey method

This method involved the researcher distributing pre-printed questions to the staff of the schools.
These questions will be structured in nature, which makes it easy for the respondents to give
their perceptions from the choices provided to them to choose from.
3.7 Data Collection Tools
3.7.1 Questionnaire guide
A self-administered questionnaire is a data collection instrument used to gather data over a large
sample or number of respondents (Sekaran, 2016). Quantitative questions will be close-ended
and ranked on a five point Likert Scale (where1=Strongly Disagree, 2=Disagree, 3= Not Sure,
4=Agree and 5=Strongly Agree) to provide options of answers to questions that will be
17
formulated. Questionnaire as a method of data collection was used because it is less expensive
compared to other methods of data collection. It is also filled at the respondent’s convenience,
hence increasing the chance of getting valid information. It also covered a wide geographical
area since the researcher’s approach responds more easily through questionnaire than any other
method, (Cooper & Schindler, 2014).
3.7.2 Interview guide

An interview guide is a set of questions that the researcher asks during the interview (Sekaran &
Bougie, 2016). The researcher designed an interview guide which was used during the interview
of the key respondents in schools. The researcher posed questions that helped respondents to
give data to meet the objectives of the study and probe them in order to seek clarification about
responses provided. A structured interview guide was used for head teachers, to stimulate them
into detailed discussion about. As a research tool, the interviews were carried out with definite
purposes of obtaining certain information by means of the spoken word.
3.8 Data analysis

3.8.1 Qualitative analysis
The analysis of qualitative data consisted of abstracting from the raw data all points that a
researcher considers to be relevant to the topic under investigation. Qualitative data was analyzed
thematically. Thematic analysis included analysis of words, concepts, literary devices, and/or
non-verbal cues (O’Leary, 2014). During the interview, especially a semi-structured one,
interviewees are not always straight forward to the point. The researcher may have some few
basic questions but often the conversation takes direction upon the response of the interviewee.
3.8.2 Quantitative Analysis

Data collected was sorted out, edited, coded, classified and then tabulated. Descriptive statistics
were used in quantitative data analysis. Responses from closed–ended and open-ended questions
were transferred into a summary sheet by tabulating. These were then tallied to establish
frequencies which will be converted into percentages. The numbers of respondents giving similar
answers were converted into percentages to illustrate relevant levels of opinion. The statistical
package for social scientists (SPSS) and Microsoft excel were used to analyze data and presented
using frequency percentages and tables
18
3.9 Measurement of variables
The study has independent and dependent variables. The categorical variables were measured
using the nominal scale, with numbers being assigned to each category only to identify similar
objects with in a category from elements in another category that was different. The researcher
used the ordinal measurement scale composed of discrete variables. A five point Likert type
scale (5- Strongly agree (SA), 4-Agree (A), 3-Not-sure (NS), 2- Disagree (D) and 1-Strongly
disagree (SD) measurement of questions was used in the study. The choice of this measurement
is that each point on the scale carried a numerical score which was used to measure the
respondent’s attitude. According to Mugenda (1999) and Amin (2005), the Likert scale is able to
measure perception, attitudes, values and behaviors of individuals towards a given phenomenon.
The back ground information about respondents like age, gender, marital status, highest level of
education and experience were measured using the nominal scale, being discrete variables.
3.10 Ethical Considerations

Confidentiality and privacy: It refers to the obligation of an individual or schools to safeguard
entrusted information. The research participant’s privacy was assured by the researcher, who
kept all the information safely locked up during the research process.
Plagiarism: is presenting someone else's work or ideas as your own, with or without their
consent, by incorporating it into your work without full acknowledgement. All published and
unpublished material, whether in manuscript, printed or electronic form, is covered under this
definition. This was minimized by paraphrasing, citing, quoting, citing quotes, citing own
material and referencing.
19
CHAPTER FOUR
CHAPTER FOUR: PRESENTATION, INTERPRETATION AND ANALYSIS OF
RESEARCH FINDINGS
4.1 Introduction
Analyses based on data collected from the research field work are presented in this Chapter. The
analyses cover demographic features of respondents. Analysis is based on study objectives.
4.2 Demographic information of respondents

A total of 52 respondents participated in the study. They provided personal information on a
variety of variables. This information helped in ascertaining the validity of the responses they
provided. The findings are summarized in the table below.
Table 4.2: Demographic information of respondents (N=52)
Variable Category F %
Gender Male 40 76
Female 12 23
Age of respondents 20-25 yrs 27 52
25-30 yrs 15 29
30-35 yrs 7 13
35+ yrs 3 6
Marital status Married 35 67
Not married 17 33
Education Certificate 5 10
Diploma 20 38
Degree 27 52
Source: Primary data (2021)
4.2.1 Gender of respondents

The respondents were asked to indicate their gender because the researcher wanted to make sure
that the views of both male and female were adequately represented. The information in table 4.2
20
above shows that, majority 40(76%) of the respondents were male and 12(23%) were female
respondents. So the views of both genders were represented.
4.2.2 Age of Respondents

The respondents also indicated their age category. The findings in Table 4.2 above show that
the majority 27(52%) of the respondnets were aged 20-25 yrs, 15(29% )were aged 25-30 yrs,
7(13%) were aged 30-35 yrs and 3(6%) were aged 35+ yrs. This implies that the majority of
reapsndnets were mature enough to undertand the issues that were being inveistgated and so
were abale to provide reliable responses.
4.2.2 Marital Status of Respondents

Respondents’ also indicted their marital status. Majority of respondents 35(67%) were married
and 17(33%) of respondents were not married. This implies that all statuses were considered in
the study.
4.2.3 Level of Education

The respondents also indicated their education attainment. Table 4.2 shows that, 5(10%) of
respondents had attained certificates, 20(38%) had attained diploma and majority of respondents
27(52%) had attain degree. Therefore, majority of respondents had higher level of education
which enabled them to have adequate knowledge on the issues that were being investigated. So it
can be argued that they provided reliable responses.
4.3 The contribution of financial rewards on the performance of teachers in Senior

Secondary School
Table 4.3: The contribution of financial rewards on the performance of teachers in Senior
Secondary School
21
Statements SA A N D SD
F % F % F % F % F %
The salary I get encourages me to work 38 73 5 1 2 4 - - 7 13
hard at school 0
My salary is fair compared to staff doing 26 50 12 2 4 8 8 15 2 4
similar work in other schools 3
My work load matches with my salary 25 48 11 2 - - 4 8 12 23
1
My Salary is paid on time 30 58 - - - - 1 27 6 12
4
I am paid overtime pay when I work extra 19 37 9 1 7 13 5 10 11 21
time 7
Source: Primary Data, (2021)
Table 4.3 above reveals that majority of respondents 38(73%) strongly agreed that the salary
they get encourages me to work hard at school, 5(10%) of respondents agreed with the statement,
2(4%) of the respondents was neutral none of the respondent disagreed with the statement
whereas 7(13%) of the respondents strongly disagreed with the statement. This implies that
majority of youths are employed as waste collectors and driver which helps them to earn a living.
On sub component my salary is fair compared to staff doing similar work in other schools ,
majority of respondents 26(50%) strongly agreed with the statement, 12(23%) of respondents
agreed with statement, none of the respondents was neutral of the statement, 4(8%) of
respondents disagreed and 2(4%) of respondents strongly disagreed with the statement. This
implies that the teachers are well facilitated in schools.
Further still, on the component my work load matches with my salary, 25(48%) of the
respondents strongly agreed with the statement, 11(21%) of respondents agreed with the
statement, none of the respondent were neutral of the statement, 4(8%) of respondents disagreed
and 12(23%) strongly disagreed with the statement.
22
As to whether my salary is paid on time, 30(58%) strongly agreed with the statement, none of the
respondent agreed or was neutral of the statement, 16(30%) of respondents disagreed with the
statement, and 6(12%) of the respondents strongly agreed with the statement.
On sub component I am paid overtime pay when I work extra time, 19(37%) of respondents
strongly agreed with the statement, 9(17%) agreed, 7(13%) of respondents were neutral of the
statement, 5(10%) of the respondents strongly disagreed with the statement respectively and
11(21%) of respondents strongly disagreed with the statement.
Table 4.4: Correlation Matrix for the relationship between financial rewards and
performance of teachers
Financial Rewards Performance Of

Teachers
Financial Rewards Pearson Correlation 1 .417**
Sig. (2-tailed) .000
N 52 52
Performance of Pearson Correlation 417** 1

teachers
N 52 52
*. Correlation is significant at the 0.05 level (2-tailed). Source: Primary Data (2021)
Correlation results on paid leave of absence and teacher performance indicated a positive
relationship between paid leave of absence and teacher performance with correlation at .417**,
significant at 95% level of confidence which implies that with paid leave of absence, teachers
would increase their performance
23
4.4 The relationship between non financial rewards and performance of teachers in
Secondary Schools
Table 4.5: The relationship between non financial rewards and performance of teachers in
Secondary Schools
F % F % F % F % F %
The job provides me the chance to completely 24 47 1 19 3 8 6 12 7 13
finish the pieces of work I begin. 0
My job offers me a chance to use my personal 15 29 1 23 3 8 17 33 3 8
initiative or judgment in carrying out the work 2
My job is designed in such a way that it is very 30 58 - - 6 1 5 10 9 17
significant or important to the existence of the 2
school
My job requires me to use a number of complex 36 69 4 8 - - - - 10 19
or high-level skills.
Finding in the table 4.4 shows that 24(47%) of respondents strongly agreed that the job provides
me the chance to completely finish the pieces of work I begin, 10(19%) agreed with the
statement, 3(8%) of the respondents where neutral about the statement, 6(12%) disagreed and
13% of the respondents strongly disagreed with the statement. This could imply that when an
teachers feels appreciated and thanked for the work done chances are that he/she will stay and
work even harder for the school.
On sub component my job offers me a chance to use my personal initiative or judgment in

carrying out the work, 15(29%) of the respondents strongly agreed with the statement, 12(23%)
agreed with statement, 6% of respondents were neutral, 17(33%) disagreed with the statement
and 3(8%) of respondents strongly disagreed with the statement respectively. This implies that
recognition and acknowledgement policy in place showed how schools were to motivating its
workforce.
24
As to whether my job is designed in such a way that it is very significant or important to the
existence of the schools, this was supported by 30(58%) of respondents strongly agreeing with
the statement, 6(12%) of respondents were neutral of the statement 5(10%) of the respondents
disagreed with the statement and 9(17%) of the respondents strongly disagreed with the
statement.
Study findings revealed that my job requires me to use a number of complex or high-level skills,
36(69%) of respondents strongly agreed with the statement, 4(8%) agreed with the statement,
none of the respondent was not sure of the statement or disagreed and 10(19%) of respondents
disagreed with the statement. This implies that teachers were more interested in improving their
skills through trainings and was one certain way through which schools could improve
motivation with little effort.
Table 4.6: Correlation Matrix for the relationship between non-financial rewards and
performance of teachers
Non-financial rewards Performance of

teachers
Non-financial Pearson Correlation 1 .322**
rewards Sig. (2-tailed) .000
N 52 52
Performance of Pearson Correlation 417** 1

teachers
N 52 52
There was a positive relationship between non-financial rewards and performance of teachers
with a correlation at .322**, significant at 95% level of confidence, implying that with non-
financial rewards, there would be increase in teacher performance.
25
4.4 The influence of staff training on the performance of teachers in Secondary Schools
Table 4.7: The influence of staff training on the performance of teachers in Secondary
Schools
F % F % F % F % F %
There is training and development policy in 35 67 - - - - 10 19 5 10
the school that supports teacher training
My school invests in training and 40 78 2 4 3 6 5 10 - -
development
My school sponsors staff to attend 30 58 10 19 - - 7 13 3 6
professional seminars
My school encourages staff to attain higher 30 58 - - 7 13 5 10 10 19
professional qualifications
My school sponsors staff to pursue relevant 27 52 - - - - 12 23 13 25
courses in higher institutions of learning.
Findings in the table 4.5 above reveal that majority of respondents 35(67%) strongly agreed with
the statement that there is training and development policy in the school that supports teacher
training, none of the respondents neither agreed with the statement nor was neutral, 10(19%) and
5(10%) of respondents strongly disagreed with the statement respectively.
Study findings further revealed that on the question my school invests in training and
development, Majority of respondents 40(78%) strongly agreed with the statement, 2(4%) of
respondents agreed with the statement, 3(6%) where not sure of the statement whereas 5(10%) of
the respondents disagreed with the statement. This means that schools conduct staff training and
development to enable them be acquainted with its common goal.
The key informant revealed that;

“Staff training and career development helps in understanding and carrying out school
policies thereby developing leadership skills, motivation, loyalty, better attitudes, and
other aspects that successful teachers and managers usually display”.
26
On sub component my school sponsors staff to attend professional seminars, 30(58%) of the
respondents strongly agreed with the statement, 10(19%) agreed with the statement, none of the
respondents was neutral of the statement 7(13%) of respondents disagreed with the statement
respectively and 3(6%) of the respondents strongly disagreed with the statement
Study findings further revealed that on the question my school encourages staff to attain higher
professional qualifications, this was supported with majority of respondents 30(58% strongly
agreeing with the statement, 7(13%) of respondents were not sure, 5(10%) and 10(19) of
respondents strongly disagreed with the statements.
On sub component my school sponsors staff to pursue relevant courses in higher institutions of
learning, majority of respondents 27(52%) strongly agreed with the statement, 12(23%)
disagreed with the statement, and 13(25%) of the respondents strongly disagreed with the
statement. None of the respondents neither agreed nor was neutral about the statement.
The key informant:

It should be noted that during interviews, one administrator of the schools said “my
teachers are encouraged to go for further studies although in most cases, they are not
provided with financial support because providing training opportunities for teachers is
too expensive for us school administrators so government should take the initiative to
train teachers to improve the level of performance for primary teachers”
Table 4.8: Correlation Matrix for the relationship between staff training on the performance
of teachers
Staff training Performance of

teachers
Market information Pearson Correlation 1 .325**
N 52 52
Capital stock of Pearson Correlation .325** 1

SME.
N 52 52
27
There was also a positive relationship between staff training on the performance of teachers
at .325**, significant at 95% level of confidence, implying a positive but moderate relationship
between training and teacher performance implying that with training, teachers will be able to
increase their individual performance.
28
CHAPTER FIVE
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter presents the summary and conclusive statements drawn from the discussion of the
findings and based on the specific objectives; to establish the contribution of financial rewards
on the performance of teachers at Mbale Senior Secondary School, to examine relationship
between non financial rewards and performance of teachers at Mbale Senior Secondary School
and to determine the influence of staff training on the performance of teachers at Mbale Senior
Secondary School
5.1 Summary of study findings
5.1.1 The contribution of financial rewards on the performance of teachers in Senior
Secondary School
Findings in Table 4.3 revealed that majority of respondents 38(73%) strongly agreed that the
salary they get encourages me to work hard at school, On sub component my salary is fair
compared to staff doing similar work in other schools, majority of respondents 26(50%) strongly
agreed with the statement, Further still, on the component my work load matches with my salary,
25(48%) of the respondents strongly agreed with the statement.
The study further revealed that teacher wellbeing is important in teacher motivation and most
important to note is that such benefits yield the desired output if they are comprehensive and they
cover other family members of the teacher. It is clear from the findings that schools have made
progress on the welfare of its teachers to enhance their commitment and motivation to work.
5.1.2 Relationship between non financial rewards and performance of teachers in Senior
Secondary School
It was also revealed that schools have training policies in place which showed how determined
the schools are to invest in developing its teachers and perhaps motivating them to even work
harder. This is a clear indication that schools’ training policy was creating an environment of
growth and motivation at the same time. The study discovered that majority of the teachers were
satisfied and proud of the work they were doing despite the lack of motivation in some other
areas.
29
5.1.3 The influence of staff training on the performance of teachers in Senior Secondary
School
Research findings on discovered that schools develop training to meet its overall goals and
objectives; respondents agreed that a structured training and development program ensures that
teachers have a consistent experience and background knowledge; respondents had similar
opinions that training and career development provide internal promotion opportunities;
respondents agreed that training and career development improve teacher productivity.
Findings on objective further revealed that respondents agreed that staff training and career
development address weaknesses of teachers; respondents agreed that staff training and career
development results into teacher satisfaction; respondents agreed that proper staff training and
career development reduce employer turnover and absenteeism in schools.
5.2 Discussion of research findings

Secondary School
The study findings are supported Walusimbi (2016), who revealed that allowance is payment that
is given to an teacher in addition to salary as compensation for any work done outside the
teacher’s schedule, some of these allowances include; marking allowance, medical, transport
allowance, allowance for escorting pupils out of school, pay for extra lessons taught and
responsibility allowances. He continues to say that teachers in Uganda tend to work harder by
increasing the lessons taught plus the exercises given to students when they are offered
allowances. In return, the increased extra allowances given result into improved student test
scores reflecting good performance. Allowances are a means of rewarding teachers for work
done outside the normal timetable to enable them put I more effort because whatever extra work
is done, there is a payment.
Further still, Amede (2019) says that allowances refer to any financial rewards that are extended
to an teacher over and above their stated salary usually with the view to cater for some specified
need that an teacher may be facing. Clearly allowances have the potential for affecting teacher
performance, that is to say, the more promptly the allowances are paid, the more likely to derive
teacher job satisfaction and subsequently work performance.
30
In addition, Dessler (2016), asserts that allowances enable teachers settle their lunch, transport
and housing expenses which in turn increase their desire to work and commitment to their
schools. The nature of allowances provided enables the teachers to settle their individual
financial obligations quickly and promptly thus inspiring their commitment and reduces their
lateness and absenteeism at the work places.
Kremer (2016) found that when paid for performance teachers were able to lift the test scores
along the dimensions that were being rewarded but found two things; First of all, this better
performance of students disappeared very quickly once the reward was taken away and secondly
it seemed to be a case of “teaching to the test.” The teachers knew exactly what to teach so the
students would pass the test and they would get their bonus, but there did not seem to be any
more general learning going on that is why its not a matter of implementing this type of pay for
performance but its overall monitoring, involvement of communities and better working
conditions so that teachers feel the desire to perform better so that we are not trying to motivate
them with carrots and sticks but also appeal to their professionalism because that is the driver in
the performance of these teachers.
Secondary School
Study findings above are supported by Yavuz (2014) who said that recognition covers non-
monetary rewards and it refers to crediting, encouraging and appreciating individuals and teams
who contribute through their behavior and efforts to the success of the schools; examples of
recognition are giving public praise, celebrating and communicating successes. Teacher
recognition is not just a nice thing to do for people, it is a common tool that reinforces and
rewards the most important outcomes people create for a business. When you recognize people
effectively, you reinforce the actions and behaviors you most want to see people repeat.
Findings are also in congruence with Kakuhikire (2019), in a bid to recognize and encourage
performance, the then minister of public service Hon. Amanya Mushega Awarded outstanding
performers in 2001. The action began as far back as 1999 and is said to be a means of promoting
a performance culture. Recognition of teachers for good performance should be an ongoing
process for expressing appreciation and for affirming the constructive efforts of teachers. The
31
action communicates to the teachers that such effort is desirable and the teacher continues to
respond appropriately.
School
Study findings are also supported by Cole (2015) further who states that there are so many
benefits associated with training, which include: high morale teachers who receive training have
increased confidence and motivations; lower cost of production training eliminates risks because
trained personnel are able to make better and economic use of material and equipment thereby
reducing and avoiding waste; lower turnover training brings a sense of security at the workplace
which in turn reduces labor turnover and absenteeism is avoided; change management – training
helps to manage change by increasing the understanding and involvement of teachers in the
change process and also provides the skills and abilities needed to adjust to new situations;
provide recognition, enhanced responsibility and the possibility of increased pay and promotion;
and help to improve the availability and quality of staff.
According to Wognum (2015), training and development needs may occur at three schools levels
namely; one, strategic level where needs are determined by top management while considering
schools goals, mission, strategy and problems, which need to be resolved or fixed; two, tactical
level where needs are determined with middle management while considering developments
needs to the coordination and cooperation between schools units; and three, operational level
where needs are determined with lower executive management and other teachers while
considering problems related to operations such as performance problems of individual workers
and departments in subject.
According to the Kyambadde (2015), Government of Uganda agrees that in service training
programs for teachers provide the most important avenues through which teachers in the field
can be exposed to the rapid changes in the environment such as the curricular and teaching
methods. A teacher who is well equipped as far as the curricular and teaching methods are
concerned would most likely be motivated to perform more effectively. When an teacher no
longer possesses the knowledge or abilities needed to perform successfully because of the rapid
environment changes, the more likely it is that the teacher would become redundant.
32
5.3 Conclusions of the study
Secondary School
Based on the discussion of the findings above, financial rewards are very instrumental for any
school that is committed to teacher motivation. Financial rewards are those factors within the job
environment that are capable of eliciting better job performance from the worker. These rewards
are offered to a teacher by an employer. Teachers engage in work activities in response to
rewards or in response to commands as noted by Houston (2009)
Secondary School
The results were significant as the financial rewards affect teacher’s performance; this implied
that teacher motivation in schools could be explained by other factors other than financial
rewards. Therefore, it was concluded that financial rewards are not the only way to increase
teacher motivation, even schools that are not being hit with budget cuts and financial issues are
realizing the benefit of intrinsic as an added benefit rewards to customary rewards of material
items and bonuses.
Non financial rewards are derived from the satisfaction an individual receives from performing a
task. At times individuals engage in tasks out of an inherent interest in the job and because they
find the work to be meaningful owing to a commitment to self define goals or social norms. In
these instances the motivation to act resides within the individual and is self determined.
Examples of these are a sense of accomplishment and feeling of self worth that include
recognition, training and development (Houston, 2009).
School
The studies concluded on second objective that schools design and develop training to meet its
overall goals and objectives; a structured training and development program ensures that teachers
have a consistent experience and background knowledge; training and career development
provide internal promotion opportunities; training and career development improve teacher
productivity; staff training and career development build the teacher's confidence. It was found
33
out that training and career development help find out the gaps between teachers’ current and
ideal skills; staff training and career development address weaknesses of teachers in schools;
staff training and career development results into teacher satisfaction and proper staff training
and career development reduce teacher turnover.
5.3 Recommendations of the study

Secondary School
The management of CHU should make comparisons with other providers in the same sector and
review their salary structure. This can help CHU management to be able to know if the rewards
in place are competitive enough to motivate teachers. The management should also put up
savings scheme in place where teachers are encouraged to save something at every end of month.
These savings can help in the long run when the teachers are faced with financial challenges and
in turn solved financial challenges help teachers to perform. Management should also consider
giving medical treatment to the teachers and all biological members of each teacher family.
Teachers whose medical needs are met are motivated to perform.
Secondary School
The management of CHU should reconsider sponsoring all teachers for further training instead
of focusing on the medical department solely, this will motivate and encourage all teachers to
stay with CHU in hope of developing their career as well.75 Management should also consider
offering regular training programs for non medical personnel for example on communication
skills to enhance on the interaction of teachers and patients.
School
The study recommended the need to improve on off job training at where more efforts are
required for management should support its staff for training courses through allocating funds to
improve on the skills and knowledge through sponsoring for formal academic programmes.
Thus, any efforts directed towards of job training can lead to improved health service delivery.
34
5.4 Areas for further study
Areas for further research It was noted that non financial rewards have a positive relationship
with teacher performance, in order to consolidate the research findings, further empirical
research to explore the best utilization and effectiveness of non financial rewards is
recommended. In addition, financial rewards have a marginal relationship with teacher
performance implying that there are other variables for instance economic, work and political
environments that explain teacher performance but have not been considered under this research,
hence calling for further research.
Given that this study was carried out in only one municipality, it is recommended that a more
extensive study is carried out on reward management and performance of teachers in all primary
schools especially those with the Universal Primary Education program. This will give
interesting results and allow for comparison of the findings in order to fully understand and
enrich the concept of reward management.
35
REFERENCES
Amede,A. (2019) Remuneration and performance of public servants in Uganda: A case study
of the Directorate of citizenship and immigration control. Uganda Management Institute
Amin,M.E.(2005) Social Science conception, Methodology & Analysis, Makerere University
Press.
Bagonza,G. (2019) Improve teacher salaries to boost Education quality, New Vision.
Bennel,P. (2014) Teacher motivation and incentives in sub Saharan Africa and Asia,
Knowledge and skills for development. Brighton.
Bryman, A., & Bell, E. (2015). Business research methods. Oxford University Press, USA
Butod,M.(2019) Training is an attempt to improve teacher performance on a currently held
job or one related to it.
Cascio,W.F. (2016) Managing Human resources, Productivity, Quality of work life, Profits,
Chandan,J.S. (1997) Management Concepts and Strategies, Vikas Publishing House. PVT ltd,
India.
Cooper, D. R., & Schindler, P. S. (2014). Business Research Methods. (11th Ed.). New York,
NY: McGraw-Hill Publisher.
Delsio,E.R.(2018) Districts offer incentives to curb teacher absences, school administrators
article, Education world.
Dryden,P.S.(2017) Advocacy brief on Education and Displacement in Uganda, Challenges
and way forward, Havard Graduate school of Education.
Dulawat,M.S.& Rai,R.S. (2015) Satisfaction levels of students as a tool for performance
measurement.
Figlio,T. (2017) Teacher merit pay boosts standardized test scores, University of Florida
study.
Glewwe,P. & Kremer,M. (2015) Schools, Teachers and Education Outcomes in Developing
Countries, Handbook on the Economics of Education.
Grant, J. (2015) A win-Win situation for teacher and employers, Paid leave programs. Vol 7
no 6. Boston College
Hanushek,E. (1995) Interpreting recent research on schooling in developing countries. World
Kagolo (2014, March 26).School inspectors: Where did they go? The New Vision. Retrieved
May 17, 2015 from www.newvision.co.ug
36
Kakuhikire,K.J.W. (2019) Factors influencing the performance of Uganda Human Rights
Commission,. Uganda Management Institute.
Koontz, S (2016) Using performance appraisal as an effective tool for motivating teacher
performance: a live study. Business Perspectives & Research , Vol. 2, Issue 2, pg. 37-46.
Kyambadde,K.R. (2015) Effect of compensation on teacher performance. Uganda
Management Institute.
Leigh,A . & Mead,S. (2015) Lifting teacher performance, Policy Report, Senior Policy
Institute.
Malunda,N.P (2017) Relationship between remuneration and motivation of teachers in
selected Government aided schools in Mukono District. Uganda Management Institute.
Martin,A.S.(2019) Proven motivation techniques to boost teacher performance. http://Ezine
Articles.com.
Maslow, A. (1943). A Theory of Motivation. Psychological Review, 54
Ministry of Education and Sports (2015). The Education and Sports Sector Annual Performance
Report (ESAPR) (FY 2014/15).Kampala, The Government of Uganda.
Nararuddin, N., & Sadegi, M. (2013, April). Factors of workplace environment that affect that
affect teachers’ performance: A case study of Miyazu Malaysia. Journal of Independent
Research and Studies, 2(2), 66-78.
Onanda, B. (2015). The effects of Motivation on Job Performance: A case Study of KCB Coast
Region. International Journal of Scientific and Research Publications, 5(9), 2250-3153.
Riley,C.(2016) Teacher time off raises concern, Metro Nashville Education Association.
Sekaran, U & Bougie, R. (2016). Research Methods for Business (7th ed). John Wiley & Sons
Ltd
Tumushabe,A. (2018) Government teachers strike over poor pay, The Daily monitor.
Uganda National Examination Board. (2015). The Achievement of S2 Students and Teachers in
English Language, Mathematics and Biology. Kampala: Uganda National Examination
Board
UNESCO Institute of Statistics (2016) Teachers and Education Quality Report.
Walusimbi,Y. (2016) Teacher perception of motivational factors that affect teachers
performance in Uganda, A study of selected secondary schools in Kawempe Division.
Uganda Management Institute.
37
World Bank development Report (2014) Making services work for the poor. World Bank,
Washington D.C.
World Education forum. (2000) Enabling teachers to enable learner, Dakar. Senegal.
Yavuz,N. (2014) The use of non monetary incentives as a motivational tool, A survey study in
a public schools in Turkey. A thesis submitted to the graduate school of social
sciences of Middle East Technical University.
38
APPENDICES
APPENDIX ONE: QUESTIONNAIRS FOR TEACHERS
Dear Respondent,
I am, Muduku Job a student of Kyambogo University undertaking a bachelor’s of business

studies with education. I am undertaking a research title the influence of motivation on teacher’s
performance in public secondary schools in Mbale district: a case study of Mbale senior
secondary school. The questionnaire provides a set of structured questions seeking responses on
the topic as provided. Please be as objective as possible in filling this questionnaire. All
responses provided will remain confidential; and will be used purely for academic purposes.
SECTION A: BACKGROUND INFORMATION (TICK WHERE APPLICABLE)
Gender Tick
Male
Female
Age group
20- 25Years
25- 30Years
30- 35Years
Over 35Years
Level of Education
Certificate
Diploma
Degree
Marital Status
Single
Married
Separated
39
SECTION B: THE CONTRIBUTION OF FINANCIAL REWARDS ON THE
PERFORMANCE OF TEACHERS
Please fill in appropriately, by ticking to rank the questions provided under each section,
according to the scores provided; (5, 4, 3, 2 and 1)
Financial Incentives SA A NS DA SD
5 4 3 2 1
The salary I get encourages me to work hard in this schools
My salary is fair compared to staff doing similar work in
other schools
My work load matches with my salary
My Salary is paid on time
I am paid overtime pay when I work extra time
KEY: SA: Strongly Agree, A: Agree, NS: Not sure, D: Disagree, SD: Strongly Disagree
SECTION C: THE CONTRIBUTION NON FINANCIAL REWARDS ON TEACHER’S

PERFORMANCE
SA A NS DA SD
5 4 3 2 1
The job provides me the chance to completely finish the
pieces of work I begin.
My job offers me a chance to use my personal initiative or
judgment in carrying out the work
My job is designed in such a way that it is very significant or
important to the existence of the schools
My job requires me to use a number of complex or high-
level skills.
SECTION E: THE INFLUENCE OF STAFF TRAINING ON TEACHER’S

PERFORMANCE
40
Staff Training SA A NS DA SD
5 4 3 2 1
There is training and development policy in the schools that
supports teacher training
My schools invests in training and development
My schools sponsors staff to attend professional seminars
My schools encourages staff to attain higher professional
qualifications
My schools sponsors staff to pursue relevant courses in
higher institutions of learning
SECTION F: TEACHER’S PERFORMANCE
Statements SA A NS DA SD
5 4 3 2 1
I am always on time for class
I give extra help to pupils who need it in class.
I hand back homework, tests and examinations within
the time schedule.
I manage student’s demands in a firm, fair and consistent
manner
I report student progress regularly to the parents
I often use creative methods in teaching the student in class.
APPENDIX TWO: INTERVIEW GUIDE FOR DISTRICT EDUCATION OFFICER AND

SCHOOL HEAD TEACHERS
i. How many schools are in your district
41
ii. How many teachers do you have on the government payroll in your district/school?
iii. Do you have housing for teachers in your district?
iv. How many teachers are housed by schools in your district?
v. How many female teachers are housed by the school?
vi. Do schools rent houses for teachers?
vii. How does teacher housing affect teachers preparation of (i) Schemes of work (ii) lessons
plans (iii) Co-curricular activities (iv) Actual teaching (v) Assessment of learners (vi)
Absenteeism.
viii. How do teachers in public secondary schools get meals in your district?
ix. Who pays for teachers meals in public secondary school?
x. What is your opinion on the effect of provision of medical care on teacher performance in
public secondary schools in your district/school?
xi. Do public secondary teachers receive any allowances in your district?
xii. What type of allowances do teachers get in your school/district?
xiii. What is the effect of providing allowances to teachers as educators?
Thanks for time and cooperation
42

Job Report

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Job Report

Uploaded by

Copyright:

Available Formats

EFFECT OF MOTIVATION ON TEACHER’S PERFORMANCE IN PUBLIC

SECONDARY SCHOOLS IN MBALE DISTRICT: A CASE STUDY OF

A RESEARCH REPORT SUBMITTED TO THE DEPARTMENT OF BUSINESS

SIGNED ……………………. DATE …………………..............

1.2 Background of the study

1.3 Statement of the problem

1.4 Purpose of the Study

1.4.1 Specific Objectives of the Study

1.5 Research Questions.

Financial reward Teacher performance (DV)

2.2 Conceptual Review

2.3 Theoretical review

2.5 Literature Gaps

3.2 Research Design

3.3 Study Population

3.5 Sampling Technique and procedure

3.6.2 Questionnaire survey method

3.7.2 Interview guide

3.8 Data analysis

3.8.2 Quantitative Analysis

3.10 Ethical Considerations

4.2 Demographic information of respondents

Source: Primary data (2021)

4.2.1 Gender of respondents

4.2.2 Age of Respondents

4.2.2 Marital Status of Respondents

4.2.3 Level of Education

4.3 The contribution of financial rewards on the performance of teachers in Senior

Financial Rewards Performance Of

Performance of Pearson Correlation 417** 1

On sub component my job offers me a chance to use my personal initiative or judgment in

Non-financial rewards Performance of

Performance of Pearson Correlation 417** 1

The key informant revealed that;

The key informant:

Staff training Performance of

Capital stock of Pearson Correlation .325** 1

5.2 Discussion of research findings

5.3 Recommendations of the study

I am, Muduku Job a student of Kyambogo University undertaking a bachelor’s of business

SECTION C: THE CONTRIBUTION NON FINANCIAL REWARDS ON TEACHER’S

SECTION E: THE INFLUENCE OF STAFF TRAINING ON TEACHER’S

SECTION F: TEACHER’S PERFORMANCE

APPENDIX TWO: INTERVIEW GUIDE FOR DISTRICT EDUCATION OFFICER AND

i. How many schools are in your district

Thanks for time and cooperation

You might also like