Teacher rewards, teacher training, and teacher benefits in selected public primary schools in Rukungiri district. A cross-sectional study.
DOI:
https://doi.org/10.64792/th4zpj57Keywords:
Teacher motivation, Learner achievements, Public primary schools, Rukungiri districtAbstract
Background:
Education is universally recognized as a key driver of individual and national development. The study examined the impact of teacher motivation and learner achievements in public primary schools in Nyakishenyi Sub-County, Rukungiri District. Specifically, it focused on the influence of teacher rewards, teacher training, and teacher benefits on pupil academic performance.
Methodology:
A descriptive, correlational, and cross-sectional survey design was adopted, employing a mixed-methods approach to collect both quantitative and qualitative data. The study comprised 169 respondents, drawn using stratified and purposive sampling techniques. Data were collected using questionnaires for teachers and pupils, interview guides for head teachers, and documentary review checklists. Quantitative data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple linear regression analysis, while qualitative data were subjected to thematic analysis.
Results:
The target population included 5 head teachers, 50 teachers, and 245 Primary Seven pupils from five selected primary schools. The results revealed that teacher rewards were generally scanty, with only a small proportion of teachers reporting receiving monetary incentives, promotions, leadership opportunities, or public recognition for outstanding performance due to resource constraints and administrative oversight. Many teachers reported having minimal access to pedagogical workshops, subject-specific training, assessment techniques, and technology integration programs.
Conclusion:
Teacher rewards significantly enhance learner academic performance and behavioral outcomes in public primary schools. Continuous teacher training is critical for improving learner outcomes and is the most influential aspect of teacher motivation. Teacher benefits are essential for sustaining motivation and indirectly improving learner academic and social outcomes.
Recommendations:
School administrators, education authorities, and policymakers implement consistent reward systems, support continuous teacher professional development, and provide adequate welfare and benefits to enhance teacher motivation and learner achievements.
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