REWARD AND TEACHERS’ COMMITMENT TO WORK IN GOVERNMENT SECONDARY SCHOOLS IN MOROTO AND NAPAK DISTRICTS OF KARAMOJA SUB-REGION IN NORTH EASTERN UGANDA

Abstract

This study examined the influence of reward on teachers’ commitment to work in government secondary schools in North Eastern Uganda, focusing on Moroto and Napak districts. The specific objectives were to assess the influence of financial rewards, nonfinancial rewards, and the moderating role of career advancement on teachers’ commitment. Employing a cross-sectional and correlational design, the study adopted both quantitative and qualitative approaches. Data were collected from 51 teachers, 5 head teachers, and 5 deputy head teachers using structured questionnaires and interviews. Quantitative data were analyzed using descriptive statistics (means and standard deviations) and inferential techniques including multiple regression analysis via SPSS. Findings revealed that financial rewards had a weak and statistically insignificant relationship with teachers’ commitment (R = .114, R² = .013), indicating that only 1.3% of the variance in commitment was explained by financial incentives. In contrast, non-financial rewards exhibited a weak but statistically significant positive relationship (R = .283, R² = .080), accounting for 8.0% of the variance. Career advancement showed a moderate positive influence (R = .373, R² = .139), explaining 13.9% of the variation in teacher commitment. The multiple regression model combining all predictors yielded an R² value of 0.168, indicating that 16.8% of the total variance in teachers’ commitment to work was jointly explained by financial rewards, non-financial rewards, and career advancement. The study, therefore, concludes that while financial incentives alone do not significantly impact teacher commitment, non-financial rewards and career advancement opportunities play a more meaningful role. It recommends strengthening reward systems and supporting professional growth to enhance teacher motivation and retention.