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.

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.

Abstract: This study specifically examined the types of non-monetary incentives provided to teachers and the role of non-financial incentives on teachers’ performance in public secondary schools in Ilemela District. The study employed a mixed approach with convergent parallel research design, targeting teachers, heads of schools, school quality assurance and district education officers, a total population of 1056 people. The study employed probability and non-probability sampling techniques for teachers and officers respectively to get a sample size of 182 respondents. Questionnaire were used to collect data from teachers while interview guide was used in data collection from the heads of schools, the quality assurance officer and the district education officer. The tools were obtained through pilot study and the coefficient of reliability was 0.81 which allowed the reseacher to use the tools. Qualitative data were analyzed using descriptive statistics with the help of Statistical Package for Social Science (SPSS) version 20 and presented in frequencies and percentages on tables while qualitative data were coded and analyzed thematically in narratives. The study revealed that there are many types of incentives but non-monetary incentives play a vital role in ensuring teachers’ job performance. Also, the study revealed that the provision of meals, transport, staff houses, health services and availability of teaching and learning materials as incentives encourage teachers to perform effectively. The study recommends that there is a need to enhance non-monetary incentives for teachers’ job satisfaction. Moreover, the government should equip heads of schools with administrative skills on how to improve teachers’ job performance.