Influence of Incentives on Teachers’ Performance in Public Secondary Schools in Longido District, Tanzania

Nyega Mtesigwa
Head Master, Namanga Secondary School,
P.O. Box 8560–Namanga, Longido District.
Email: mtesigwanyega@gmail.com
Dr. Kennedy Omondi Otieno
Coordinator Postgraduate Studies Research & Publications
St. Augustine University of Tanzania (SAUT), Arusha.
P.O. Box 12385 – Arusha, Tanzania.
Email: omondiken2016@gmail.com

Abstract: The study assessed the Influence of Incentives on Teachers’ Performance in Public Secondary Schools in Longido District. The study addressed two objectives, namely to; identify the incentives given to teachers in public secondary schools and determine how incentives given influence teachers’ job performance in public secondary school in Longido District. Expectancy Theory of Motivationguided the study. Descriptive survey designand mixed methods approach were adopted. Data were collected using questionnaires and interview guide. The sample size consisted of 91respondents (81 teachers, 9 school heads and one DSEO). The instruments were validated through research expert judgment. Reliability (r = 0. 864) obtained using Cronbach Alpha Method was determined using test-retest technique in a pilot study. Credibility of qualitative data was ascertained by involving multiple analysts. Dependability was established through detailed reporting of the research process. Quantitative data was analyzed using descriptive statistics in the SPSS version 22 and results were presented in charts and tables. Qualitative data was analyzed thematically alongside research questions. The study revealed that job promotion, housing facilities, traveling allowances, improved working environment, vacation/study leave and maternity leave are incentives offered in secondary schools. Moreover, performance targets, needs of teachers and good school management influence the provision of incentives to teachers. Incentives promote hard work among teachers; improve teachers’ morale and performance. The study recommends that school heads and stakeholders in education should initiate income generating activities in schools and community support to school management in order to create a reliable source for teachers’ motivation.