Science teachers’ salary enhancement and their job performance in public secondary schools in Kamwenge District

Abstract

The study investigated the impact of science teacher’s salary enhancement on their job performance in public secondary schools within Kamwenge District. The study aims to provide a comprehensive understanding of the relationship between salary adjustments and the effectiveness of science teachers in fulfilling their professional responsibilities. The objectives of this study are as follows: to establish the influence of salary enhancement on regular lesson attendance among science teachers in public secondary schools in Kamwenge District; to examine the influence of salary enhancement on the level of participation in school co-curricular activities among science teachers in public secondary schools in Kamwenge District; and to find out the relationship between salary enhancement and learners’ assessment among science teachers in public secondary schools in Kamwenge District. The study was guided by the Dual Factor Theory, also known as the Two-Factor Theory, which was proposed by psychologist Frederick Herzberg in 1959. This research adopted a descriptive research design utilizing both quantitative and qualitative research approaches. The study population was 100 science teachers and headteachers in ten public secondary schools. A sample size of 80, including 70 science teachers and 10 headteachers, was selected using Yamane’s (1967) formula. Purposive sampling was used to select headteachers, while simple random sampling was employed to select science teachers. Data was collected using questionnaires and interview guides. Quantitative data was analyzed using SPSS version 20.0, while qualitative data was analyzed using thematic analysis. The study findings revealed that salary enhancement significantly improves science teachers’ regular lesson attendance, punctuality, and consistency in teaching. Improved salary also led to greater participation in co-curricular activities and increased teacher involvement in student mentorship, clubs, and sports. Furthermore, salary enhancement positively influenced teachers’ commitment to regular and effective learner assessment, including feedback, timely marking, and use of varied assessment methods. Correlation analysis showed a strong, positive, and statistically significant relationship between salary enhancement components and teacher performance indicators, particularly with direct pay rise and composite salary enhancement scores. The study concluded that salary enhancement plays a critical role in improving science teachers’ job performance in terms of attendance, motivation, co-curricular involvement, and learner assessment. It was recommended that the Ministry of Education and government maintain and strengthen salary enhancement schemes for science teachers, align incentives with qualifications and experience, and support teachers with resources and professional development. Schools were also encouraged to integrate performance-linked rewards and improve welfare provisions to sustain teacher productivity and commitment.