Influence of extrinsic rewards on teachers’ job commitment in public primary schools, Sigor division, Chepalungu district, Kenya
Abstract
This study sought to investigate the influence of extrinsic rewards on teachers job
commitment in public primary schools in Sigor division, Chepalungu district
Kenya. The objectives of the study were to determine the extent to which
provision of monetary rewards influence teachers’ job commitment, establish
how provision of accommodation influence teachers’ commitment, establish how
provision of meals influence teachers’ job commitment and to analyse the
influence of household rewards on teachers’ job commitment. The study used
descriptive survey research design and the data was gathered using
questionnaires. The study targeted a total population of 455 teachers from the 65
public primary schools in Sigor division, Chepalungu district. The sample
consisted of 136 teachers. The data was analyzed using descriptive statistics:
frequencies, distribution tables and percentages. The study found out the majority
(53.3%) of teachers in Sigor division were from schools that did not recognize
the needs for motivating teachers on monetary terms. The study revealed that
most teachers (52.5%) failed to get accommodation in school and this may have
reduced contact hours with learners. The majority of the teachers (61.7%) noted
that the household items offered to them were less diverse. The study also
established that majority (71.7%) of public primary schools did not provide meals
to teachers at its most basic level and hence this was very demotivative to
teachers. The recommendations are; BOM in public primary school should ensure
that they establish monetary policies provide households rewards that give
teachers impetus to work harder and facilitate pupils performance both in class
and outside classroom. TSC should ensure that they formulate policies that
improve the terms and working condition of teachers by considering salary
increment annually, house allowance so as to improve their level of job
commitment. MOE should ensure that they provide free meals in public primary
schools so that teachers get free time for assessing and marking pupils’ work and
thus this in turn makes teachers to become committed in their jobs. They should
also formulate strategies and measures that can improve commitment of teachers.
School management should provide adequate household goods as rewards for
teachers which could enhance job commitment and which ultimately could lead
to better output which is good academic performance. Rewards that were given to
teachers in most public primary schools did not meet the thresholds of the
motivators and hence teachers were unlikely to commit to their respective tasks
and 79 percent of the schools in the division had hardly embraced the culture of
rewarding teachers and meals provided in the schools are less diverse. Most
schools in the division did not recognize the need for motivating teachers by
monetary terms and thus this has brought serious motivational challenges to
teachers’ job commitment. Most of them also were insensitive to the
implementation of distinctive household reward system. They do not provide all
means and if any they are less diverse and finally majority of them do not provide
accommodation arrangement.
Publisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]