Non-monetary Incentives: It’s Role in Enhancing Job Performance among Secondary School Teachers in Kinondoni Municipality, Tanzania

Abstract

The purpose of this study was to assess the role of non-monetary incentives in enhancing job performance among secondary school teachers in Kinondoni Municipality,Tanzania. The specific objectives of the study were; to investigate the types of non-financial incentive incentives provided to teachers in secondary schools, and to explore ways to enhance the provision of non-financial incentive in promoting teacher job performance in secondary schools. Human Motivation theory provided a theoretical lens to this study. A mixed method approach and a case study design were employed whereas data collection instruments included interview, documentary review, and questionnaires. The sample for this study was 42 participants -including heads of schools, teachers and Ward Education Officers. Quantitative data were analysed using descriptive statistics while qualitative data was analysed thematically. A synthesis of the findings revealed that secondary school teachers in Kinondoni municipality complained about the availability of non-financial incentives. The discussion is focused on five main non-financial incentives, including professional growth, a positive work environment, respect and recognition, effective communication, and teacher involvement in decision-making. The analysis confirmed that the indicated incentives were not provided to effective sample teachers.  Additionally, teachers in this study specified their requirements for non-financial incentives at their workstations. The study covered four main non-incentives: respect, fair treatment, good staff offices and homes, advancement, and teacher participation in decision-making. The study came to the conclusion that teachers' claims about non-financial incentives should be considered; they play a greater role in employee job effectiveness and performance. Thus employers and school administrators were required to see to it that staff housing was built, teachers received timely promotions, and they were included in decision-making.