Teacher Rewards and Learner Academic Performance in Private Secondary Schools in Arua City
Abstract
Declining learner academic performance has been manifested in most private secondary schools in Arua City, and teachers are facilitators of learning who need to be rewarded, necessitating this study on teacher rewards and learner academic performance. Its objective was to examine the relationship between teacher reward and learner academic performance in private secondary schools in Arua City. Informed by Abraham Maslow’s theory, the study used a cross-sectional survey design and quantitative and qualitative methods on a sample of 156 respondents. The schools were clustered into rural and urban areas and stratified according to similar characteristics. Purposive sampling was used to select administrators and a random sample to appoint teachers. Quantitative data analysis employed descriptive statistics involving frequencies and percentages and inferential statistics using Pearson correlation, while qualitative research applied group data into themes. Based on the findings, it was clear that a strong positive correlation (r = 0.6) existed between teacher reward and learner academic performance. In particular, improvement in praises and gifts to teachers improved learner academic performance. The coefficient of determination R2 = 0.445. Significance of the correlation p = 0.000 that justifies the conclusion that teacher reward significantly explained learner academic performance in private secondary schools in Arua City. Reward, especially low salaries and fringe benefits, limited financial performance bonuses advanced to teachers, accounted for decrease in learner academic performance by 36.0%. The study recommends supporting teacher reward initiatives in private secondary schools, especially regarding financial performance bonuses, salaries and fringe benefits that were not catered for to improve learner academic performance.
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