Influence of Incentives on Teachers’ Job Performance in Public Secondary Schools

Jackson Joseph & Theresia J. Shavega
Moshi District, Tanzania
The Open University of Tanzania
Email: jackvillejacobus@gmail.com/tjshavega@yahoo.co.uk

Abstract: The study aimed at exploring the influence of incentives on Teachers’ Job Performance in Public Secondary Schools. The study was conducted in Moshi District, Kilimanjaro. The study was guided by Maslow’s hierarchy of needs theory. The study adopted cross sectional research design. Data collection was mainly collected by using questionnaire. The sample size consisted of 125 respondents drawn from a population of 182. Validity was established through expert judgment whereas reliability was obtained using Cronbach Alpha Method by adopting a cut off 0.7 Cronbach’s alpha (ά) test scale. Quantitative data was analyzed using descriptive statistics in the SPSS version 21 and results were presented in tables. The findings of the study showed that firstly, there is positive and significant influence between school offered incentives and teacher’s job performance. The study further showed that, a unit increase in incentives would have positive and significant effect on teacher’s performance. It was concluded that, monetary bonuses, salary rises, professional development, addition vacation days and development opportunities have positive and significance influence on teachers’ job performance hence the performance of the teachers is undoubtedly affected by these variables. The study recommended that, teachers are the key actors in educational field; thus, need to show their professional authority and legitimacy to advise the government to invest in provision of incentives. The government should invest in incentives provision to see the increase in teacher’s performance. Involving both primary and secondary schools would increase the wider room of opinions and provide various alternative answers to teachers’ problems.