TABLE OF CONTENTS
DECLARATION
APPROVAL
DEDICATION
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS
ABBREVIATIONS AND ACRONYMS x
ABSTRACT
CHAPTER ONE 1
INTRODUCTION 1
1.0 Introduction 1
1.1 Background to the Study 1
1.2 Problem statement 4
1.3 General Objective 4
1.4 Research Questions 5
1.5 Scope 5
1.6 Significance of the study 5
CHAPTER TWO 6
LITERATURE REVIEW 6
V
2.0 Introduction6
2.1 Theoretical Perspectives of Performance of Teachers 6
2.2 Review Literature 8
2.2.1 Types of Performance. Based Rewards 8
2.2 Effect of Performance Based Rewards on the Performance of Teachers in 9
Private Secondary Schools 9
2.3 Arguments Supporting Performance-Based Rewards 11
2.4Arguments Opposing Performance-Based Rewards 12
2.5 Difficulties in implementation of Performance-Based Rewards 14
2.6 The Conceptual Framework 16
Figure 2. The Conceptual Framework illustrating how Performance-Based Rewards Affect
the Performance of Teachers 16
CHAPTER TJ-{P~E 18
METHODOLOGY 18
3.0 Introduction 18
3.1 Research Design 18
3.3 Study Population 19
3.4 Sample Size and Sample Selection 19
Table 3.1: Sample Size and Selection of Respondents 19
3.5 Data Collection Methods and Instruments 19
vi
3.5.1 Self-administered Questionnaire .20
3.5.2 Interviews 20
3.5.3 Validity 20
3.5.4 Reliability 21
3.6 Data Processing and Management 21
3.6.1 Qualitative Data 21
3.6.2 Quantitative Data 21
CHAPTER FOUR 23
DATA PRESENTATION, ANALYSIS AND INTERJ~RETATION 23
4.0 Introduction 23
4.1 Demographic characteristics of Respondents 23
Table 4.1: Sex Distributions of Respondents 23
Table 4.2: Respondents by position held 24
Table 4.3: Respondents by terms of service 24
Table 4.4: Respondents by work experience 25
Table 4.5: Respondents by Levels of Education 25
4.2 Results of the Specific Objectives 26
4.2.1 Types of Performance-Based Rewards used in Private Secondary Schools in Kampala
26
District9 26
VII
Table 4.6: Performance Based Rewards Available in Schools 26
Table 4.7: Importance of Performance-Based Rewards 28
4.2.2 Effect of Performance-Based Rewards on the Performance of Teachers in Private
Secondary Schools in Kampala District9 29
Table 4.8: Teachers’ Rating of their Performance under the following aspects 29
Table 4.9: Effect of Performance Based Rewards on Teachers’ Performance in Private
Schools 32
4.3 Summary of findings
CHAPTER FIVE
DISCUSSION, CONCLUSIONS AND RECOMMENDATIO~~.jg 34
5.1 Introduction
5.2 Discussion 34
5.2.1 Performance-Based Reward used in Private Secondary Schools in Kampala district .34
5.2.2 Effect of Performance-Based Rewards on the Performance of Teachers in Private
Secondary Schools in Kampala District9 36
5.3 Conclusions 37
5.3 1 Performance-Based Reward used in Private Secondary Schools in Kampala district .37
5.3.1 Effect of Performance-Based Rewards on the Performance of Teachers in Private
Secondary Schools in Kampala District9 37
5.4 Recommendations 37
ABSTRACT This study was about performance-based rewards and their effects on the performance of teachers in private secondary schools in Kampala district. The theoretical underpinnings of this study was premised on Adam Stacy’s Equity theory of motivation which states that employees expect fairness when being rewarded and Victor Vroom’ s theory which states that individuals make choices based on their perceived expectancy that certain rewards will follow. The main objective ofthis study was to assess the effect ofperformance-based rewards on the performance ofteachers in private secondary schools in Kampala district; while the specific objectives were: to identify the types of performance-based rewards used in Private Secondary schools and to establish the effect of performance- based rewards on the performance of teachers in those schools. The study was based mainly on Primary data in form of questionnaires, interviews and documentary reviews of the selected literature. The study employed both qualitative and quantitative techniques of data collection and data was analysed using descriptive and relational statistics with Pearson Product Correlation Coefficient and Regression analysis. The findings revealed that, the most commonly used types of performance-based rewards in private secondary schools are: public appreciation, promotion, packages/presents, and duty allowances and overtime pay. It was also established that performance-based rewards affect the performance of teachers by motivating them and increasing their productivity and efficiency. Due to inconsistencies in the reward systems in the private secondary schools, this study recommends that rewards be based on performance considerations after a fair and accurate evaluation of its effects on the beneficiary. Furthermore, the nature of performance-based reward systems in schools should be based on the essence of ensuring that teachers are looked at as the prime components in the success of any school administratively and academically. Administrators should also be trained and sensitized about the value of performance-based reward systems and also be made aware that pay motivates teachers to perform at their best.
