The Effect of Non-Monetary Incentives on Teachers’ Effectiveness in Government Aided Secondary Schools in Bushenyi District, Uganda

Abstract

This study examined the effect of non-monetary incentives on teachers’ effectiveness in government-aided secondary schools in Bushenyi District, Uganda. The research was guided by Herzberg's Two-Factor Theory, which distinguishes between motivators (intrinsic factors) and hygiene factors (extrinsic factors) influencing job satisfaction and performance. A convergent parallel design was employed, using a mixed-methods approach that combined quantitative data from 236 of the 336 teachers in government-aided secondary schools with qualitative insights from 10 head teachers of the selected schools. The findings revealed a moderate positive correlation (r = 0.469) between non-monetary incentives and teachers’ effectiveness, suggesting that enhancing these incentives could significantly improve performance. The study concluded that non-monetary incentives play a critical role in motivating teachers and recommended that school administrators and policymakers prioritize these incentives to boost teacher morale and effectiveness. Further research is encouraged to examine the impact of specific individual incentives on teacher performance.