Hard-to-reach allowances and teacher job commitment in selected secondary schools in Pader district

Abstract

The hard-to-reach allowances targeted teachers to get attracted by their salary increment and get attracted in such hard-to-reach areas. The study aimed at establishing the relevancy of hard-to reach allowances on teacher job commitment in selected secondary schools in Pader District. The specific objectives included, to examine the effect of hard-to-reach allowances on teachers’ syllabus coverage, students’ assessment, teachers’ regularity and punctuality in selected secondary schools. The study used a descriptive-correlational survey design, targeting head teachers, teachers, Inspectors of Schools, DEO, Assistant DEO and Chairperson PTA and BOGs, totaling to 97 participants. These were purposively and simple randomly selected. The questionnaires and interview guides were used in collecting primary data. Data was quantitatively and qualitatively analyzed. The study findings revealed that there is a significant relationship between hard-to-reach allowances and teachers’ syllabus coverage in selected secondary schools in Pader District (.686**). The study revealed that there is a significant relationship between hard-to-reach allowances and students’ assessment in selected secondary schools in Pader District (.589**). Study findings finally revealed that there is a significant effect of hard-to-reach allowances on teachers’ regularity and punctuality in selected secondary schools (.342**). Basing on the above study findings, it is concluded that hard-to-reach allowances has an influence on teacher job commitment in selected secondary schools in Pader District. The study recommends that hard-to-reach allowances should be given to teachers for their work performance, and those who do not work to the expected standards or are absent should not get it, and areas of further research were suggested.