REWARD SYSTEMS AS CORRELATES OF TEACHERS' JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined the influence of performance-based, merit-based, and incentive-based reward systems on teachers’ job performance in public secondary schools in Anambra State. Guided by three research questions and corresponding null hypotheses, the study adopted a correlational research design. A total of 267 school principals were drawn through a census sampling technique to participate in the study. Data were collected using a structured questionnaire and using direct delivery method. Data collected were analysed using Pearson’s correlation coefficient. The findings revealed statistically significant positive relationships between the three reward systems and teachers’ job performance. Performance-based reward systems showed a moderate positive correlation (r = .620, p < .05) with teachers’ job performance. Merit-based reward systems exhibited a moderate positive relationship (r = .589, p < .05) with job performance. Incentive-based reward systems demonstrated a moderate to strong positive relationship (r = .639, p < .05), with job performance. It recommended the implementation of transparent, equitable, and sustainable reward mechanisms, alongside the active involvement of teachers in the design and evaluation of these systems. These measures are expected to improve teacher morale, promote accountability, and contribute to the overall quality of education in public secondary schools in Anambra State.