Influence of Staff Rewards on Teacher Performance in Public Secondary Schools in Bugesera District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n06.006Keywords:
staff rewards, teacher performance, continuous professional development, teacher recognition, school leadership feedback, RwandaAbstract
Purpose: This study examined the influence of staff rewards on teacher performance in public secondary schools in Bugesera District, Rwanda, focusing on four motivational dimensions: continuous professional development (CPD), teacher recognition strategies, school leadership feedback, and reward systems. Design/Methodology: A mixed-methods descriptive survey design was adopted. The target population comprised 1,248 respondents. A stratified random sample of 286 teachers, 22 head teachers selected purposively, and one District Education Officer participated. Quantitative data were analysed using SPSS v26 through descriptive statistics, Pearson correlation, and multiple linear regression; qualitative data were analysed thematically Findings: All four reward dimensions positively and significantly influenced teacher performance. School leadership feedback was the strongest predictor (r = 0.563, R² = 0.317, B = 0.748), followed by reward systems (r = 0.548, R² = 0.300, B = 0.724), teacher recognition (r = 0.537, R² = 0.288, B = 0.712), and CPD (r = 0.521, R² = 0.271, B = 0.689). Collectively, the four dimensions explained 51.0% of the variance in teacher performance (R² = 0.510, F = 71.812, p < 0.001). Practical Implications: Findings support policy reform in teacher remuneration, equitable access to professional development, institutionalised recognition programmes, and enhanced instructional leadership in Rwandan public secondary schools. Originality/Value: This study provides empirical evidence from sub-Saharan Africa on multidimensional staff reward systems and their integrated influence on teacher performance, contributing to the limited body of literature from Rwanda's secondary education context.
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