Reward system and teachers effectiveness in selected public secondary schools in mfoundi division

Abstract

This study investigate the effect of reward system on teachers’ effectiveness in some selected public secondary schools in the Mfoundi subdivision. The problem of this study emanated from teachers complaining of their, allowances, bonuses and working conditions which have made most of them to pay little or no attention to their teaching jobs and occupy themselves with other jobs in other to meet up with their daily needs. Teachers’ effectiveness could be influenced by proper reinforcement strategies. When teachers are not reinforced or rewarded, they would be efficient in carrying out their duties and this will likely have a negative and deplorable effect on the students’ academic performance. The primary objective for this study was to investigate the degree of reward systems on teacher’s effectiveness. From this objective, the main research question was formulated which is: To what extent does reward system statistically affects teachers’ effectiveness? Based on the three main variables; remuneration, recognition and promotion, three main hypotheses were established which reflected the impact of reward system on teachers’ effectiveness.Ha which states that, there is a significant relationship between reward system and teachers’ effectiveness was retained.Three theories were used namely; Victor Vroom’s expectancy theory, Herzberg’s motivation twofactor theory and the reinforcement theory by Edward Thorndike. The target population was made up of all the teachers in the public secondary school in Mfoundi subdivision. A sample size of 306 teachers was reached; the simple random sampling technique was adopted to sample the population of interest via the krejcie and Morgan table. A descriptive survey design was employed for this study specifically the regressional prediction design. The statistical tool used to measure the correlation was the linear regression. The data was collected using the questionnaire. The data was analyzed using quantitative techniques and descriptive statistics with the help of SPSS V 20. Findings revealed that reward system especially remuneration, recognition and promotion statistically influences teachers’ effectiveness significantly. All the three specific hypotheses were confirmed and all null hypotheses were rejected. We therefore concluded that reward system has a strong statistical significant relationship on teachers’ effectiveness. From these findings certain recommendations were arrived at; amongst which was that more research should be carried out with a larger sample size involving other regions in Cameroon. This is due to fact that the current study was carried out in selected public secondary schools in Mfoundi Division. One major limitation faced was the reluctance from respondents to participate in the answering of the questionnaire