Incentive-Based Management and Teachers’ Performance in Government-Aided Secondary Schools in Nakaseke District, Uganda
Kasozi Ismael
, Ssali Muhammadi Bisaso , Nabukeera Madinah , Matovu Musa
Incentive-Based Management, Financial Incentives, Non-Financial Incentives, Welfare-Based Incentives, and Teachers’ Performance.
This study investigated the relationship between incentive-based management and teachers’ performance in government-aided secondary schools in Nakaseke district, Uganda. The study was guided by three specific objectives; i) To examine the relationship between financial incentives and teachers’ performance, ii) To examine the relationship between non-financial incentives and teachers’ performance, and iii) To examine the relationship between welfare-based incentives and teachers’ performance in government-aided secondary schools in Nakaseke district, Uganda. The study adopted a correlational research design coupled with only a quantitative method. A sample size of 48 respondents was considered constituting of teachers from the 3 selected government-aided secondary schools in Nakaseke district. Both descriptive analysis and correlation analysis were employed to provide answers to the study phenomenon. The study revealed that there is a strong positive and statistically significant relationship between financial incentives and teachers’ performance in government-aided secondary schools in Nakaseke district, Uganda. The study also revealed that there is a strong positive and statistically significant relationship between non-financial incentives and teachers’ performance in government-aided secondary schools in Nakaseke district, Uganda. Further, the study revealed that there is a strong positive and statistically significant relationship between welfare-based incentives and teachers’ performance in government-aided secondary schools in Nakaseke district, Uganda. Therefore, the study concludes that incentive-based management in terms of financial incentives, non-financial incentives, and welfare-based incentives has a positive and significant relationship with teachers’ performance in that an increase in the different forms of incentive-based management resultantly leads to an improvement in teachers’ performance in government-aided secondary schools in Nakaseke district, Uganda. The study recommends that the school administrators should offer regular bonuses or rewards tied to measurable performance indicators such as student improvement, attendance, classroom innovation, or peer evaluations and also ensure the evaluation criteria are clear, fair, and aligned with educational goals, not just test scores as this would influence an improvement in teachers’ performance in government-aided secondary schools in Nakaseke district, Uganda.
"Incentive-Based Management and Teachers’ Performance in Government-Aided Secondary Schools in Nakaseke District, Uganda", TIJER - TIJER - INTERNATIONAL RESEARCH JOURNAL (www.TIJER.org), ISSN:2349-9249, Vol.12, Issue 7, page no.a648-a662, July-2025, Available :https://tijer.org/TIJER/papers/TIJER2507070.pdf
Volume 12
Issue 7,
July-2025
Pages : a648-a662
Paper Reg. ID: TIJER_158824
Published Paper Id: TIJER2507070
Downloads: 000274
Research Area: Management All
Country: NAKASEKE, NAKASEKE, Uganda
ISSN: 2349-9249 | IMPACT FACTOR: 8.57 Calculated By Google Scholar | ESTD YEAR: 2014
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.57 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator
Publisher: TIJER (IJ Publication) Janvi Wave
