The Impact of School Heads’ Reward Systems on Teachers’ Job Effectiveness in Public Secondary Schools in Ukerewe District, Mwanza-Tanzania

Abstract

This study aimed to evaluated the impact of school heads’ reward systems on teachers’ job effectiveness in public secondary schools in Ukerewe district, Mwanza-Tanzania. This study was guided by Frederick Herzberg’s Two-Factor Theory (1959). The study employed mixed research approach and explanatory sequential research design. Data was collected using questionnaire and interview whereas quantitative data were analysed using SPSS version 26 and interpreted through descriptive statistics and qualitative data were analysed through thematic analysis. The study found that both financial and non-financial reward systems implemented by school heads significantly enhance teachers’ job effectiveness by increasing motivation, morale, and commitment. Teachers responded more positively and performed better when rewards were structured, fair, and consistently applied. The study concluded that reward systems that are well-managed and equitably distributed have a direct and positive impact on teacher performance and overall teaching quality. It is recommended that education stakeholders establish transparent and inclusive reward systems that integrate both financial and non-financial incentives to maintain high teacher motivation and improve educational outcomes.