Abstract:

Organizations are paying large sums of money towards their rewards programs that are focused on inspiring, maintaining, committing and attracting employees. In spite of these efforts, literature reviewed does not provide evidence that in the education sector, the reward practices in use are efficient and therefore result into the intended outcomes (Armstrong et al 2010).

The objective of this paper was to examine how non-monetary rewards affect teachers’ performance in a developing country. In this regard, the paper looked at the relationship between recognition and the performance of teachers; the effect of personal growth on the performance of teacher; and, the effect of working environment on the performance of teachers. The paper adapted the Victor Vroom expectance theory which looks at three aspects i.e. expectancy, instrumentality and valence (Mulins 2006). The study used a cross-sectional survey research design, adopting both quantitative and qualitative approaches to determine information about non-monetary rewards and performance and obtain an in-depth understanding of area of study as well a detailed analysis (Amin, 2005). The researchers used a sample of 59 respondents out of a targeted population of 79 people. Simple random sampling and purposive sampling were used. Methods of data collection were questionnaires and interviews. Pearson’s correlation co-efficient was used to determine whether there was linear relationship between non-monetary rewards and the performance of teachers.

Data analysis revealed that recognition (r=.374*p < 0.024), personal growth (r=.396*p < 0.017) and working environment (r=.424**p < 0.010) affected performance of teachers.

The analysis of variance (ANOVA) technique was used to establish the magnitude of the effect of non-monetary rewards on the performance of teachers. The results indicate that personal growth was critical in determining the performance of teachers; giving relevant training opportunities; organizing seminars for teachers; provision of support physically and morally are likely to inspire worker’s morale for more commitment that is mostly likely to result in improved performance of teachers. Second, the working environment and development was found to be crucial in determining the performance of teachers. Finally, the provision of accommodation, privacy in decision making, provision of furniture and provision of freedom of expression are likely to improve increased punctuality, attendance, meeting set targets and effectiveness and therefore as a result improve teacher performance. Recognition and Organising social events to celebrate good performance, promoting teachers on merit, ensuring motivation through recognition, issuing of a wards and trophies to good performers are likely to result into improved performance of teachers. On the basis of the findings, it was concluded that recognition, personal growth and working environment had a positive relationship with performance of teachers.

The study recommends that head teachers and boards of governors should ensure that clear reward policies are formulated and implemented if schools are to retain good teachers and achieve better performance.

Keywords:

Non-monetary rewards, performance, personal growth, recognitions and working environment.