Influence of Incentives on Teachers’ Performance in Public Secondary Schools in Arusha City, Tanzania
Naomi E. Makule
Ward Education Officer Arusha City.
Email: naomideo06@gmail.com
Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com
Abstract: This study assessed the influence of incentives on teachers’ performance in public secondary schools in Arusha City. The study examined the factors that influence the provision of incentives to teachers in public secondary schools and determined how incentives given influence teachers’ job performance in public secondary schools. The study was guided by Expectancy Theory of Motivation. Sequential Explanatory Design and mixed methods approach were adopted. Data were collected using the questionnaire and interview guide. The sample size consisted of 180 respondents (162 teachers, 9 school heads, 9 WEOs and one DSEO) drawn from a population of1673. Validity was established through expert judgment whereas reliability was determined in a pilot study and r = 0. 887, was obtained using Cronbach Alpha Method. The reliability of qualitative instruments was ensured through triangulation techniques. Quantitative data was analyzed using descriptive statistics in the SPSS version 23 and results were presented in tables. Qualitative data was analyzed thematically alongside research questions. The study revealed that government financial support, teacher productivity, effective school management, community support, and a conducive school environment are factors for provision of incentives. Moreover, incentives offered in secondary schools significantly influence teachers’ performance, by encouraging extended work hours, reducing stress, enhancing productivity, and promoting a sense of appreciation and motivation. The study recommends that management of public secondary school in Arusha City should focus on maintaining and improving high-impact incentives such as leave policies, improved working environments, and job promotions. These are crucial for retaining and motivating teachers.
